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University of Maryland 

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School of Medi 


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I do solemnly swear by that which I hold most sacred that I will be loyal to the pro- 
fession of medicine and just and generous to its members. That I will lead my life 
and practice my art in uprightness and honor. That into whatsoever house I shall 
enter it shall be for the good of the sick to the utmost of my power. I hold myself 
aloof from wrong, from corruption, from the tempting of others to vice. That I will 
exercise my art solely for the cure of my patients, and will give no drug, perform no 
operation for a criminal purpose even if solicited, far less suggest it. That whatso- 
ever I shall see or hear of the lives of men which is not fitting to be spoken, I will 
keep inviolably secret. These things I do promise and in proportion as I am faith- 
ful to this my oath, may happiness and good repute be ever mine; the opposite if I 
shall be forsworn. 

The University of Maryland at Baltimore is accredited by the Middle States Asso- 
ciation of Colleges and Schools. The School of Medicine is accredited by the Liai- 
son Committee on Medical Education, the accrediting body for the Association of 
American Medical Colleges and the American Medical Association. 




University of Maryland School of Medicine 
I Diversity of Maryland at Baltimore 
655 West Baltimore Street 

Baltimore, Maryland 21201-1559 
Admissions Office: 410-706-7478 

Tin l Diversity of Maryland at Baltimore is an equal opportunity institution w nli respeci to both edu- 
cation and employment. The university's polities, programs and activities conform with pertinent fed- 
eral and state laws and regulations on nondiscrimination regarding race, color, religion, age, national 
origin, sex and handicap. 

The School of Medicine has the objective of securing a broad racial, sexual a\u\ ethni< balance in its 
enrollment. To achieve this objective it gives ever) consideration to minority student applications. 

University of Maryland 

School of Medicine 





The University of Maryland at 

Baltimore 2 

Milestones 3 

Education 5 

Research 7 

Community Service 8 

The Campus and Beyond 8 


Application 10 

Early Decision Program 10 

Applicant Selection Criteria 11 

Admission to the First- Year Class ..12 
Advanced Standing 14 


Determination of In-State Status ... 15 

Tuition and Fees 15 

Fees 16 

Registration 16 

Withdrawal 18 

Academic Standing 18 

Refunds 19 

Leaves of Absence 19 

Required Equipment 19 

Financial Assistance 

Medical School Funds 20 

Scholarships 21 

Loan Funds 22 

Outside Sources 22 


Accreditation 25 

General Rules 25 

Grades and Promotion 25 

Equal Opportunity 26 

Unethical Conduct 26 

Graduation Rate 27 

Salary and Employment 

Information 27 

Prizes and Awards 27 


Curriculum 31 

Curriculum at a Glance 33 

Courses of Study 36 

Year I 

Block I — Medical Informatics 36 
Block II — Structure and 

Development 36 

Block III — Human Behavior . 37 
Block IV — Cell and Molecular 

Biology 37 

Block V — Cell Function 
Section of 

Systems Block .... 38 
Block VI — Neurosciences ... 38 
IHB — Intimate Human 

Behavior 38 

Block VII — Functional 

Systems 39 

ICP — Introduction to 

Clinical Practice 39 

Year II 

Block VIII — Microbiology and 

Immunology ... 39 
Block IX — Pathophysiology 

and Therapeutics . 40 

Physical Diagnosis 40 

Study for Board 

Examinations 41 

Year III — 48 weeks 
(tentative schedule) 
Year IV — 36 weeks 
(tentative schedule) 

Combined MD/PhD Program .... 42 

Research Opportunities 43 

Office of Student Research 

Programs 43 

Graduate Programs 46 

Residencies and Fellowships 47 

Program of Continuing 

Medical Education 48 


Office of Medical Education (OME). 50 

Health Sciences Library 53 

Computer Resources 54 

Medical Alumni Association 54 

Affiliations 55 

The University of Maryland 

Medical System 56 

Baltimore Department of Veterans 

Affairs Medical Center 57 

Area Health Education Center 

Program (AHEC) 58 


Office of Student Affairs 59 

Office of Minority Affairs 59 

Electives 60 

Residency Planning 60 

Vertical Advisory System 60 

Human Dimensions in Medical 

Education (HDME) 60 

Family and Friends' Day 61 

Student Government 61 

Student Organizations 61 

Publications 65 

Institutional Governance 

and Planning 66 

Student Health Services 67 

Counseling Center 68 

Housing 68 

Athletic Center 69 

Baltimore Student Union 69 

Parking and Transportation 69 

Living in Baltimore 69 


Anatomy 71 

Anesthesiology 72 

Biochemistry and Molecular 

Biology 73 

Dermatology 74 

Diagnostic Radiology 75 

Epidemiology and Preventive 

Medicine 76 

I amily Medicine ^ l ) 

Medical and Research 

fechnology 82 

Medicine 84 

Cardiology 87 

Endocrinology 88 

Gastroenterology 89 

General Internal Medicine 89 

Geographic Medicine 90 

Gerontology 91 

Hematology and Oncology 92 

Hypertension 93 

Infectious Diseases 94 

Nephrology 96 

Pulmonary and Critical Care 

Medicine 97 

Rheumatology 98 

Microbiology and Immunology .... 99 

Neurology 100 

Rehabilitation Medicine 102 

Obstetrics and Gynecology 103 

Ophthalmology 104 

Pathology 105 

Pediatrics 108 

Pharmacology and Experimental 

Therapeutics 110 

Physical Therapy Ill 

Physiology 112 

Psychiatry 113 

Radiation Oncology 115 

Surgery 117 

General Surgery 118 

Emergency Medicine 119 

Neurosurgery 120 

Orthopedic Surgery 120 

Otolaryngology-Head and 

Neck Surgery 121 

Plastic and Reconstructive 

Surgery 1 22 

Surgical Critical ("are 123 

Surgical Services for 

Infants and Children 123 

Thoracic and Cardiovascular 

Surgery 124 

Urology 12S 


( Comparative Medicine 1 20 

( )ncologj 127 

1 rauma 128 


Chairs 129 

Professorships 129 

Visiting Professorships 129 

Lectureships 129 

Fellowships 130 

Awards 131 

Research Funds 131 

Unrestricted and Other Funds .... 132 
John Beale Davidge Alliance 132 


University of Maryland System ... 133 
Board of Regents 133 

University of Maryland 

at Baltimore 133 

School of Medicine 134 

Board of Visitors 134 

Faculty 135 


Classes of 1 993, 1 994 and 1 995 ..189 




Established in 1807, the University of Maryland School of Medicine is the fifth 
oldest medical school in the United States and the first to institute a residency train- 
ing program. The School of Medicine was the founding school of the University of 
Maryland, and today it is an integral part of the 1 1 -campus University of Maryland 
System. On the University of Maryland at Baltimore campus, the School of Med- 
icine serves as foundation for a large academic health center that combines medical 
education, biomedical research, patient care and community service. While its tra- 
ditional excellence remains constant, the School of Medicine and its national rep- 
utation continue to grow. 

The School of Medicine boasts the oldest building in the Western hemisphere 
in continuous use for medical education, the meticulously restored Davidge Hall, 
built in 1812. The fourteen-floor Bressler Research Building and the nine-floor 
Medical School Teaching Facility, two major classroom and laboratory buildings, 
were completed within the past two decades. The mid-rise Biomedical Research 
Facility was completed in late 1992. Just completed in 1995, the first phase of the 
Health Sciences Facility, an interdisciplinary research and teaching facility provides 
School of Medicine clinical and basic science departments and animal care facili- 
ties with approximately 80,000 additional net square feet. The Health Sciences 
Facility provides the much-needed connection of the Medical School Teaching 
Facility to Howard Hall and the Bressler Research Building. With completion of 
the Health Sciences Facility, all but one major medical school research building is 
physically linked to the University Hospital and the Veterans Affairs Medical Cen- 
ter. Construction included total renovation of the existing second-floor Howard 
Hall teaching laboratories into pods with state-of-the-art audio-visual equipment 
and other amenities. These are considered the most optimally outfitted or any labs 
in the country. 

The University of Maryland at Baltimore campus continues to expand as well. 
The state-of-the art 326-bed Veterans Affairs Medical Center immediately adja- 
cent and connected by bridge to the University of Maryland Medical System (Uni- 
versity Hospital), joined the campus in 1993. Gudelsky Tower, the new high-tech 
University Hospital patient tower opened in 1994, followed in 1995 by complete 
restructuring and enhancement of the two-block hospital facade And main lobby. 
Scheduled for completion in late 1995 is the University of Maryland Biotechnol- 
ogy Institute's Medical Biotechnology (.enter occupying a 196,000 square foot 
facility on the UMAB Campus. The center will focus on medical biotechnology 
research and training and will serve as a catalyst for economic development in 
health related aspects of molecular biology and medical biotechnology at the basic, 
applied and clinical levels. Construction ot the new 1 [ealth Sciences Library will be 
underway in early 1996. 



The University of Maryland at Baltimore, designated "UniversityCenter" by the 
city of Baltimore administration, is the founding campus of Maryland's public uni- 
versity system and a thriving center for education, patient care, life sciences research 
and community service. Seven graduate and professional schools — the Dental 
School and Schools of Law, Medicine, Nursing, Pharmacy, Social Work and the 
Graduate School — together with the University of Maryland Medical System, its 
Cancer Center, R Adams Cowley Shock Trauma Center and Institute for Psychi- 
atry and Human Behavior, the Baltimore Veterans Affairs Medical Center and the 
new University of Maryland Biotechnology Institute's Medical Biotechnology 
Center — educate research scientists and many of the region's health care, law and 
social work practitioners. 

With $96.6 million in sponsored program support in FY95, UMAB is one of 
the fastest growing biomedical research centers in the country. The University of 
Maryland at Baltimore is ideally configured to maximize collaborative opportuni- 
ties with government agencies in tackling complex health care, public policy and 
societal issues. Its location within the Baltimore-Washington-Annapolis triangle — 
at the hub of one of the greatest concentrations of health care institutions, research 
facilities, government agencies and professional associations in the nation — offers 
a unique combination of strengths to comprehensively address regional problems 
with the resulting conclusions having the potential for global implications. Areas 
of multidisciplinary research, scholarship and community action include AIDS, 
aging, schizophrenia, hypertension, lead poisoning, cancer, child abuse and home- 
lessness, offering students a wide selection of field experiences. 

Partnerships among university components and with the University of Mary- 
land Medical Center and the Veterans Affairs Medical Center continually 
strengthen interdisciplinary research, education and service endeavors. 

School of Medicine 


The foundation of the School of Medicine dates back to 1789 with the organiza- 
tion of the Medical Society of Baltimore and Baltimore physicians' awareness that 
their numbers were decreasing following the Revolutionary War. Foreseeing a 
potential opportunity for charlatans to "practice" the art of medicine, founders of 
the medical society began to train prospective physicians in their own homes, offer- 
ing instruction in anatomy, surgery and chemistry. Soon faced with strong citizen 
protest of anatomical dissection, the physician-teachers petitioned the Maryland 
State Legislature to establish a college of medicine on a firm basis and under the 
protection of the law, and a charter incorporating the College of Medicine of Mary- 
land was approved by the Maryland General Assembly on December 18, 1807. 

The fledgling College of Medicine of Maryland was in urgent need of a proper 
building, and a lottery was authorized — not to exceed $40,000 — to benefit the 
medical college's building fund. Over the next 1 5 years, seven more lotteries were 
authorized to benefit the school. 

Dr. John Beale Davidge, a native Marylander and a physician trained in Scot- 
land, became dean and took the chair in surgery. His founding faculty were Dr. 
James Cocke (anatomy and physiology), Mr. James Shaw (chemistry) and Dr. 
Nathaniel Potter (theory and practice of medicine). From Col. John Eager 
Howard, a Revolutionary War hero and former Maryland governor, Davidge, 
Shaw and Cocke purchased land that was "quite some distance from town" to pro- 
tect against unruly mobs who had demolished the doctors' first anatomical theater 
in violent opposition to the dissection of human cadavers. 

From the school's very beginning there was strong emphasis on bedside teach- 
ing. The first class of seven received clinical instruction at the Baltimore Almshouse, 
a warehouse, a theater and infirmary for the poor. 

Completed in 1812, Davidge Hall was designed by Robert Carey Long, Sr. and 
modeled after the Pantheon in Rome. The first classes were held in the new build- 
ing in 1813, the same year the College of Medicine of Maryland became the Uni- 
versity of Maryland. In addition to two expansive circular amphitheaters 
constructed one atop the other, Davidge Hall was built with dissecting cubbyholes, 
secret stairways and hidden exits that afforded early students and their professors 
safe passage from angry mobs. It is said that the 1812 British bombardment of Fort 
McHenry was viewed from the veranda of Davidge Hall, while a few miles away 
Francis Scott Key was writing the "Star Spangled Banner." Davidge Hall was metic- 
ulously renovated in the early 1980 s. 

The Baltimore Infirmary, forerunner of the University of Maryland 1 [ospital, 
was built opposite Davidge Hall in 1823, on the site of the present Baltimore Stu- 
dent Union. It was the first hospital founded by a medical school for the express 
purpose of clinical instruction. It was also the site of the fust Intramural residency 
program established in the I Inked States. Senior medical students lived in the hos- 
pital while helping to care for patients. The building was still m active use until 
1973, when its clinics were moved into the new l\ construe ted north Wing addition 

to the University of Maryland 1 [ospital (circa 1 934) and the old building razed. 


In curriculum development, the University of Maryland School of Medicine 
enjoys a long and proud tradition as an innovative leader. Maryland was the first 
school to recognize the value of the basic sciences. In 1 800, Dr. John Crawford was 
the first to vaccinate Baltimoreans against smallpox. As early as 1810, he had pre- 
sented evidence of the contagious character of tuberculosis. The gift of Dr. Craw- 
ford's personal library became the nucleus of Maryland's extensive medical library. 

In 1833 the school introduced the first preventive medicine course. The tech- 
niques of auscultation and percussion were taught at the School of Medicine for 
the first time in Baltimore as early as 1 84 1 , and in 1 844 Dr. David Stewart, the first 
professor of pharmacy in the United States, initiated his lectures at Maryland. In 
1 848 Maryland became the first school to require anatomical dissection, followed 
six years later by the introduction of compulsory courses in gross and microscopic 
pathology. Compulsory courses in experimental physiology and microscopy were 
introduced six years later. A milestone in cancer research occurred in 1853, when 
Maryland's Dr. Francis Donaldson became the first person in America to advocate 
biopsy and microscopic diagnosis of malignancy. Maryland was the first to estab- 
lish chairs in the diseases of women and children (1867) and diseases of the eye and 
ear (1873). 

Mergers with the Baltimore Medical College in 1913 and the College of Physi- 
cians and Surgeons in 1915 enabled the school to expand its clinical facilities and 
faculty. Early in the twentieth century, Drs. James Rowland and Louis Douglas ini- 
tiated off-site obstetrical care and home delivery, prenatal clinics and an Rh blood 
typing laboratory, significantly improving infant and maternal health. 

The School of Medicine has had its share of medical breakthroughs, including 
in more recent decades discovery of the thyrotropic hormone, the first successful 
antibiotic treatment of Rocky Mountain spotted fever, the first specific cure for 
typhoid fever and the successful treatment of diabetic keto-acidosis with low dose 
insulin. In 1967 the school began one of the first formalized family practice resi- 
dency programs in the country. 

The R Adams Cowley Shock Trauma Center, which opened in 1961, serves as 
a worldwide model for emergency medical treatment. The University of Maryland 
Cancer Center is a strong participant in new drug development and research, and 
virtually every important drug now used in oncology has been tested in this pro- 
gram. Today University of Maryland School of Medicine is an exciting, vibrant 
institution where medical history continues to be written. 

School of Medicine 


The School of Medicine initiated a new curriculum with the 1994 entering fresh- 
man class. The new curriculum is different from the previous, more traditional cur- 
riculum in the following areas: the basic sciences are no longer taught as 
discipline-specific "courses" but are integrated and taught as "blocks, " using inter- 
disciplinary teaching with both basic and clinical science teachers. Committees 
chaired by faculty members from major block courses determine course content 
and teaching methodologies. Lectures, small discussion groups and laboratories are 
used with extensive time available for self-learning. Problem-based learning was 
tested in several blocks during the 1994-95 academic year with more widespread 
use in the 1995-96 freshman year. The sophomore year also utilized the interdisci- 
plinary "blocks" approach as the freshman class moved into the second-year cur- 
riculum in 1995-96. There is a marked reduction in contact hours with an 
emphasis on independent study with availability of mentors and learning resources. 
Another major change is a half-day course dedicated to the Introduction to Clini- 
cal Practice which was initiated at the inception of the 1994-95 freshman year and 
continues throughout the first two years. This course includes instruction in inter- 
viewing techniques, physical examination, intimate human behavior, ethical issues 
and the dynamics of ambulatory care delivery. Much of this two-year longitudinal 
experience is gained off-site in clinical settings. Changes within the last two years 
of medical education to be implemented in Fall 1996 will include a mandatory 
ambulator}' month rotation in Family Medicine, emphasis on ambulatory teach- 
ing in all other clinical rotations, and a planned longitudinal half-day experience in 
a clinical setting in which the student will have continuity ol care for patients And 

1 he advisory system will continue with each student having a basic sc iencc and 
a clinical science advisor whenever possible. 


The ties between the medical school and the hospital enrich and enhance both 
medical education and health care. All physicians practicing at the University of 
Maryland Medical System and at the Medical Faculty Foundation Professional 
Building have School of Medicine faculty appointments and are actively involved 
in the educational process in addition to supervising residency training for more 
than 600 postgraduate positions at the University Hospital and affiliated hospitals. 
The Medical System includes a 747-bed teaching hospital, Cancer Center and 
R Adams Cowley Shock Trauma Center on campus, as well as the Montebello 
Rehabilitation Center and the James Lawrence Kernan Hospital off campus. 

Medical care and education are further enhanced by the relocation of the Balti- 
more Veterans Affairs Medical Center to this campus in a new state-of-the-art hos- 
pital adjacent to the School of Medicine and the University Hospital. Together, 
these facilities serve as the major clinical training sites as well as a source of com- 
prehensive health care for the local community and the state. The school also has 
established clinical affiliations throughout the region, giving students unusual flex- 
ibility in clinical experiences. 

In an effort to nurture more interest in basic research and to meet the increas- 
ing demand for physician-scientists, the school offers a combined MD/PhD pro- 
gram in 10 medical disciplines and an MD/MS program in preventive medicine. 
Although the schedule can be flexible, MD/PhD students typically complete the 
freshman and sophomore years of medical school, enroll as graduate students until 
PhD completion, and then begin their clinical clerkships. Combined MD/PhD 
degree studies can be completed within six-to-eight years. 

Medical students in the track leading to the MD/MS in preventive medicine 
may complete the dual-degree program in five years. The fifth year is counted fully 
as one year of preventive medicine residency training by the American Board of Pre- 
ventive Medicine. 

Graduate programs are offered at the master's and doctoral levels in the basic 
sciences. There is a baccalaureate program in medical and research technology and 
a master's program in physical therapy as well as a number of interdisciplinary pro- 
grams with both service and research components. Continuing education programs 
are sponsored for practicing physicians. 

The School of Medicine offers students an excellent spectrum of resources and 
field experiences. Located along the Baltimore-Washington corridor, the school is 
in the midst of a great concentration of health care institutions, research centers, 
government agencies and professional associations. 

School of Medicine 


The University of Maryland School of Medicine is one of the country's fastest 
growing research institutions, with total awards of $96.6 million in FY95. Mary- 
land is the only medical school in the nation to receive two Health Careers Oppor- 
tunities Program (HCOP) awards, a Centers of Excellence (COE) award and a 
Fogarty International Minority Training Program award in one year. It is one of 
only eight institutions nationwide to receive a Center for Minority Health Research 
Grant, and it has two Patient Outcome Research Trial (PORT) awards, with fund- 
ing exceeding more than $12 million. 

In the last few years the school has led the nation's public medical schools with 
the highest percentage increase in National Institutes of Health (NIH) funding, 
with six departments ranking among the top 10 in the country for NIH funding of 
public medical research programs: epidemiology and preventive medicine; physi- 
ology; neurology; obstetrics and gynecology; pathology and psychiatry. Two of 
those departments, epidemiology and preventive medicine and physiology, rank in 
the top 10 in funding of all the nation's 126 public and private medical schools. 

That funding, combined with the expertise and cutting-edge research of the 
school's life scientists, has produced some remarkable breakthroughs: 

• discovery of ouabain, a human hormone linked to hypertension 

• development of formestane, a drug that combats recurrent breast cancer by deny- 
ing tumors the estrogen they need to grow 

• a genetically engineered cholera vaccine 

• a test allowing earlier detection of the AIDS-causing HIV virus 

• successful studies proving efficacy of beta interferon and Copolymer 1 as treat- 
ments for multiple sclerosis 

In the last several years the school has produced more than 100 invention dis- 
closures and nearly 40 patents, establishing Maryland as a hub for life sciences activ- 
ity in the region. Technologies developed at the School of Medicine have formed 
the basis for at least five Baltimore-area companies. 

Other research projects are examining how intervention can make a difference 
for inner city youngsters trying to avoid the perils of HIV infection, drug use And 
street violence. Another project is tracking how intensive outreach can keep trauma 
victims from becoming repeat shock trauma patients. 



The School of Medicine's most important mission continues to remain the same 
after nearly two centuries, that of educating men and women to meet the health 
care needs of the people of Maryland and beyond. The School of Medicine is a vital 
part of the West Baltimore neighborhood in which it resides, and its faculty, staff 
and students are increasingly involved in activities that bring a better quality of life 
to its neighbors. 

Each year the School of Medicine students provide hundreds of thousands of 
hours of service in hospitals, clinics, homeless shelters and schools throughout the 
state. Program involvement includes: 

• S.T.O.P. AIDS — Student/Teacher Outreach Program — sends volunteer 
students into Baltimore City Public School sixth grades to discuss HIV 

• Health Care and The Homeless Project — allows students to spend time at home- 
less shelters providing health care screening and education. 

• Sexual Assault Course — enables students to provide counseling and advocacy for 
sexual assault victims who come into the emergency room. 

Faculty members provide countless uncompensated hours of primary and pre- 
ventive care to the residents of Baltimore through programs such as: 

• Housecall — physicians visit elderly individuals in their homes and provide med- 
ical treatment and follow-up care. 

• Families-in-Transition — health care for homeless children and their families. 
The program provides comprehensive evaluation and case management of phys- 
ical and mental health needs. 

• Paquin Family Health Center — a school-based health center at Paquin High 
School, Baltimore City's school for pregnant young women and teen mothers. 
Total health care from Ob/Gyn, pre- and post-natal care and psychosocial sup- 
port is provided for these young women and their children. 


The School of Medicine is an integral part of one of the country's first centers for 
professional education and research. Its 32-acre urban campus, shared with six 
other professional schools, the University of Maryland Medical System, the Uni- 
versity of Maryland Biotechnology Institute's Medical Biotechnology Center and 
the Baltimore Veterans Affairs Medical Center, also hosts the Hope Lodge and Bal- 
timore Ronald McDonald House, both offering low cost housing and a home- 

8 School of Medicine 

atmosphere for adult and pediatric outpatients and their families receiving medical 
treatment in the Baltimore area. 

Opportunities abound for faculty and students to join with other health and 
human service professionals in interdisciplinary study, informal discourse and col- 
laborative clinical practice and research, offering students a wide selection of field 

In addition to professional opportunities, the city of Baltimore offers a stimu- 
lating environment in which to live and study. Baltimore residents enjoy the 
sophistication of a large metropolitan city combined with easy accessibility to sur- 
rounding beaches, mountains and rural areas. The many attractions and resources 
of Washington, D.C. are less than a one-hour drive from Baltimore. 

Having been the setting for significant events in the history of our country and 
a renowned foreign-commerce seaport, Baltimore maintains a strong feeling of the 
past, typified by the many charming neighborhoods of restored houses and an 
abundance of historic monuments and buildings. Within easy walking distance of 
the campus is the nationally acclaimed Inner Harbor area where Harborplace, the 
National Aquarium, Maryland Science Center, Colombus Center and the Pier 6 
Pavilion share the festival atmosphere of the harbor with hotels, shops and restau- 
rants, water taxis, pleasure boats and tour boats and a variety of frequently visiting 
international ships. Both restored and newly constructed townhouses and condo- 
minium complexes share the waterviews, excitement and atmosphere of downtown 

Warm weather months signal festival time in Baltimore with such offerings as 
Preakness Festival Week, Artscape, the Baltimore City Fair, the Flower Mart and 
the many ethnic festivals that celebrate the city's diverse populations. As a cultural 
center, Baltimore has offerings to please the most discriminating, including a 
world-class symphony orchestra, excellent museums and libraries, professional the- 
ater, ballet and opera. 

For sports fans, Baltimore boasts a varied menu. Offerings include Oriole base- 
ball, indoor soccer and ice hockey, NCAA championship and club lacrosse, 
horseracing and steeplechase and polo in the suburban counties. Baltimore is 
expected to field an NFL team by 1997. The home of the Baltimore Orioles, Ori- 
ole Park at Camden Yards, is but a two-block stroll from the University of Mary- 
land at Baltimore campus. There are numerous public golt courses in the city and 
surrounding counties, and the Baltimore harbor and nearby Chesapeake Bay offer 
unparalleled opportunities for boating and water sports. Gastronomy aficionados 
will delight in experiencing the seafood for which the region is famous. 


Admissions Information 


The University of Maryland School of Medicine is a participant in the American 
Medical College Application Service (AM CAS). All requests for a place in the first- 
year class must be initiated by an AM CAS application. AM CAS application request 
cards can be obtained from AM CAS, Suite 201, 2450 N Street, N.W., Washing- 
ton, D.C. 20037-1131, or from the Committee on Admissions, School of Medi- 
cine, University of Maryland at Baltimore, 655 West Baltimore Street, Baltimore, 
Maryland 21201-1559. In addition, they are usually available from the premed- 
ical advisory office at the undergraduate college. AMCAS application material is 
ready for distribution about mid-May of the year in which an individual plans to 
submit an application to the School of Medicine. 

For the School of Medicine, the AMCAS application is the first of a two-stage 
application process and is due in Washington by November 1 . The Committee on 
Admissions thoroughly reviews the AMCAS application and, based on the infor- 
mation contained in it, determines whether the second stage (School of Medicine) 
application form will be sent. An application fee ($40) payable to the University of 
Maryland School of Medicine is sent only with submission of the second stage 
application form, which is due by December 1 . All applicants who are determined 
to be residents of the state of Maryland are invited to submit a second-stage appli- 
cation. Nonresidents will either be sent second-stage application material or will be 
informed that the Committee on Admissions cannot continue the application 

The application form and supporting credentials should be filed as early as pos- 
sible in the application period. Please do not have supporting credentials sent prior 
to submission of the second-stage application. 

The applicant must assume responsibility for assuring that all required creden- 
tials and the completed application packet are filed with and received by the Com- 
mittee on Admissions. The applicant is expected to respond truthfully and 
completely to all questions on the AMCAS and School of Medicine application 
forms. An applicant who provides false or misleading information may be denied 
admission or, if enrolled before discovery of irregularity in the application process, 
may be dismissed from the school. 


The University of Maryland School of Medicine has an Early Decision Program 
for applicants who are sure that their first choice of medical schools is the Univer- 
sity of Maryland. The Committee on Admissions interviews selected early decision 
applicants and makes a decision on these students before considering the regular 

10 School of Medicine 

pool of applicants. By applying for early decision, the highly qualified applicant 
avoids having to make numerous other applications. Applicants with less compet- 
itive academic credentials, or those without the support of their premedical advi- 
sor, are discouraged from applying through this program. 

The early decision applicant must apply only to this school by the AMCAS 
deadline of August 1. Applicants must provide all supplementary information by 
September 1 . Interviews will take place at the medical school between mid-August 
and late September. No one will be accepted without an interview. If offered a place 
by this school, the applicant cannot apply elsewhere. All decisions for this program 
are made by October 1 . 

The Committee on Admissions can make one of three decisions for each early 
decision applicant: 1) acceptance; 2) rejection; or 3) placement into the regular 
applicant pool for review at a later time. Each applicant will be notified promptly 
of the Committee on Admissions' decision so that those not accepted through this 
program can apply elsewhere. 

Individuals who apply through the Early Decision Program cannot apply to any 
other medical school until they are notified that they have not been accepted 
through this program at the University of Maryland. 


Academic achievement, extracurricular activities, personal characteristics, recom- 
mendations from the premedical committee or college instructors, scores on the 
Medical College Admissions Test (MCAT) and personal interview all are consid- 
ered in the committee's evaluation of an applicant. Academic achievement and/or 
high MCAT scores do not in themselves ensure acceptance. Of significant concern 
to the Committee on Admissions are the applicant's character, personality and 
potential to perform as a medical student and as a future physician. Personal 
integrity, emotional maturity and stability, motivation, interests and activities out- 
side the classroom and interpersonal and communication skills are all carefully eval- 
uated. Candidates must be proficient in both written and spoken English. 

Applications from persons with outstanding credentials from other areas of the 
United States and Canada are welcome and will receive all possible consideration. 
Preference in the selection process is given to residents of the state of Maryland. 
Applications can be processed only from citizens of the United States and Canada 
or from individuals who reside in this country on a permanent resident visa. ( )cca- 
sionally an applicant residing in the United States holds a \ isa permitting him or 
her to live in the United States indefinitely and to establish residency in one of the 
states. Applications are accepted from these individuals. Those on a time-limited 
visa, such .is a student visa, are not eligible for admission to the School ofMedicine. 

Admissions Information I I 


The student should plan a four-year undergraduate curriculum with a suitable arts 
or science major leading to a bachelor's degree. The Committee on Admissions 
encourages all applicants to pursue a course of study that is rigorous, scholarly and 
focused on areas that are intellectually challenging and interesting to the applicant. 
The Committee on Admissions seeks to admit students with diverse academic 

A minimum of 90 semester hours of acceptable college credit is required, exclu- 
sive of physical education and military science. These must be earned in colleges or 
universities whose names appear on the current list of Accredited Institutions of 
Higher Education as compiled by the National Committee of Regional Accredit- 
ing Agencies of the United States. The only courses accepted are those that are 
approved for credit towards a degree by the university or college attended. Prepa- 
ration at a foreign college or university must be supplemented by a year or more of 
work in an approved university or college in the United States. 

Successful completion of the following courses and credits is required prior to 
matriculation at the School of Medicine. A grade of C or better is mandatory for 
all required courses. 

Semester Hours 

Biological sciences 8 

General chemistry 8 

Organic chemistry 6 

General physics 8 

English 6 

No more than 60 hours can be accepted from accredited junior colleges and 
then, only if these credits are validated by a college offering a Bachelor of Arts or 
Science degree. Advanced placement credits for science courses taken in high school 
may be accepted if the applicant's college (which grants the bachelor's degree) has 
given college credit for those courses. Other exceptions may be granted at the dis- 
cretion of the Committee on Admissions. 

Selected students who enter the School of Medicine from colleges that usually 
grant a baccalaureate degree after the successful completion of the first year of med- 
ical school are responsible for: (1) providing a certificate from the college or uni- 
versity certifying eligibility for this degree; and (2) meeting all requirements of the 
School of Medicine for advancement to the second year. 

The MCAT must be taken no later than fall of the year preceding the desired 
year of entrance and must be taken within three years of the anticipated date of 
matriculation. Applicants should write to the MCAT Program Office, 2255 North 
Dubuque Road, P.O. Box 4056, Iowa City, Iowa 52243, for further information 
and registration forms, or to the Committee on Admissions. 

A letter of recommendation from the undergraduate premedical committee or 
an officially designated premedical advisor is required. If the applicant's under- 

12 School of Medicine 

graduate college or university does not have a premedical committee or advisor, 
three letters of recommendation are required from faculty who have taught the 
applicant. Two of these letters must come from instructors who have taught the 
applicant in the sciences. Applicants who have earned advanced degrees or who 
have been out of school for a significant length of time should submit a letter of rec- 
ommendation from each component of their education or major work-related 
experience. Letters of recommendation should be submitted by individuals quali- 
fied to evaluate the applicant's accomplishments, productivity and character in an 
objective and critical manner. All letters of recommendation should be sent directly 
to the Committee on Admissions. They are not to be sent to AMCAS. 

Each applicant's credentials are evaluated by the Committee on Admissions to 
determine if an interview is to be granted. All interviews are conducted at the Uni- 
versity of Maryland School of Medicine. These interviews are scheduled in advance 
by invitation. 

In its selection process, the Committee on Admissions must use the applicant's 
residency status that is in effect on the last day applications can be received (Decem- 
ber 1). The University of Maryland at Baltimore office of records and registration 
is responsible for all decisions regarding residency. All questions, complaints and 
appeals regarding residency status should be directed to that office: 621 West Lom- 
bard Street, Baltimore, Maryland 21201-1575; (410) 706-7480, not to the School 
of Medicine Office of Admissions. Nonresidents who matriculate at the School of 
Medicine should plan to maintain that status throughout the four years of medical 
school. Current standards for reclassification to in-state status are rigorous and 
make reclassification difficult. 

For further information regarding the admissions process in general, the appli- 
cant is referred to a booklet entitled "Medical School Admissions Requirements," 
which can be obtained from: 

Association or American Medical Colleges 

Suite 201 

2450 N Street, N.W. 

Washington, D.C. 20037-1 131 

Admissions Information 


Students who have attended medical school in the United States and abroad are eli- 
gible to file application for admission to the third-year class only. Applications must 
be submitted between January 1 and May 1 of the desired year of admission. Appli- 
cants for advanced standing must meet all of the current first-year entrance require- 
ments and must present acceptable medical school credentials and a medical school 
record based on courses that are equivalent to similar courses in this school. The 
applicant must have taken the MCAT examination and completed the undergrad- 
uate prerequisites. Applicants for admission with advanced standing to the third- 
year class also are required to take and pass Step I of the United States Medical 
Licensing Examination. 

No student who has been dismissed from any medical school will be considered, 
unless his/her former dean submits a letter addressed to the Committee on Admis- 
sions confirming that the student has been reinstated in good standing and is eli- 
gible for promotion. No student can be considered who is not eligible for 
promotion at the time of transfer. 

Persons who already hold the degree Doctor of Medicine cannot be admitted to 
the medical school as candidates for that degree from this university. This is true 
for both advanced standing and first-year applicants. Individuals whose graduate 
work has been in the fields of dentistry, osteopathic medicine or podiatric medi- 
cine are not candidates for advanced standing. 


School of Medicine 

Financial Information 


An initial determination of in-state status for admission, tuition and charge-differ- 
ential purposes will be made by the university at the time a student's application 
for admission is under consideration. 

The University of Maryland at Baltimore Policy for Student Residency Classifica- 
tion for Admission, Tuition and Charge-Differential Purposes was changed effective 
with the fall 1991 semester. There are several significant changes in the criteria for 
determining eligibility for in-state status. Students currently classified as nonresi- 
dents are encouraged to review this policy. Copies of the policy are available at the 
registrar's office, office of records and registration, room 326, Baltimore Student 
Union, (410)706-7480. 



Per Semester 

Per Year 

Application Fee/Matriculation Fee* 


$ 40.00 

Tuition — In-State 



Tuition — Out-of-State 


20,85 1 .00 

Student Activities Fee 



Transportation Fee 



Hospital Insurance (Individual)** 



Student Liability Insurance*** 



Supporting Facilities Fee 



Disability Insurance 


Dormitory Fee**** Contact Housing 



Graduation Fee — Seniors 



Student Government Fee 



Hepatitis Vaccine (First Year) 



Late Payment Fee 5% or $ 1 00.00 Maximum 

* An application fee of $40 should be submitted with the formal application to the 
School of Medicine. This fee will be applied against the matriculation fee for accepted 
students. A partial tuition prepayment may be required before matriculation. 

Hospital insurance is required of all full-time students. A brief outline of the student 
health insurance program is furnished to each student. Students with equivalent insurance 
coverage must provide proof of such coverage by September 1 5 for fall registration and by 
February 1 5 for spring registration to Student and Employee Health at the time of regis- 
tration to obtain a hospital insurance waiver. Rates quoted are subject to change. 
Student liability (malpractice) insurance is required of all students 
Rate based on 10-month year. Transient rates available for summer. 
NOTE: Costs are subject to change without prior notice 

Financial Information I 5 


The application and/or matriculation fee partially defrays the cost of processing 
applications for admission and enrollment data in the professional schools. These 
fees are not refundable. 

The tuition charges meet a portion of the costs for the educational program and 
supporting services. 

Student activities fees are used to meet the costs of various student activities, stu- 
dent publications and cultural programs. The Student Government Association, in 
cooperation with the Dean's Office, recommends expenditure of the fees collected. 

The supporting facilities fee is used in support of the expansion of various facil- 
ities on campus that are not funded or are partially funded through other sources. 

The transportation fee helps to expand and enhance parking and shuttle 

Diploma fees are charged to help defray costs involved with graduation and 

Tuition and fees bills are due prior to the first day of class or a late payment fee 
of 5 percent, not to exceed $100, will be automatically added to the bill. On or 
before the due date, an installment payment plan is available to students with a bal- 
ance over $500. The plan divides payments into three equal installments, the first 
paid by the due date and the balance in succeeding 30-day installments. The 
installment payment plan must be done in person in the student accounting office. 

All checks and money orders should be made payable to the University of Mary- 
land for the exact amount of the actual bill. 

A service charge is assessed for dishonored checks returned unpaid by the drawee 
bank because of insufficient funds, stopped payment, postdating or drawn against 
uncollected items. 

• For checks up to $24.99— $5 

• For checks from $25 and up — $25 

Late registration fees defray the cost of special handling involved for those who 
do not complete their registration on the prescribed days. No diploma, certificate 
or transcript will be issued to a student until all financial obligations to the univer- 
sity have been satisfied. 

Fhe university reserves the right to make such changes in fees and other charges 
as may be necessary. 


To attend classes at the University of Maryland at Baltimore campus it is necessary 
to process an official registration. All students are required to register each term in 
accordance with current registration procedures. The balance of tuition and fees is 
due and payable on the dates specified for registration. Registration is not com- 

16 School of Medicine 

pleted until all financial obligations are satisfied. Students who do not complete 
their registration, including the payment of their bill on the registration days, will 
be subject to a late registration fee. 

Courses taken concurrently with a University of Maryland at Baltimore regis- 
tration at another campus or institution must have program approval in advance 
by the appropriate University of Maryland at Baltimore officials. Off-campus reg- 
istration forms are available in each dean's office and in the office of records and 

Although the university regularly mails bills to advance-registered students, it 
cannot assume responsibility of receipt. If any student does not receive a bill prior 
to the beginning of a semester in which he or she has advance-registered, it is that 
student's responsibility to contact student accounting, Administration Building, 
during normal business hours. 

Students who arena-register or advance-register and subsequently decide not to 
attend UMAB must notify the office of records and registration, room 326, Balti- 
more Student Union, in writing, prior to the first day of instruction. If this office 
has not received a request for cancellation by 5:00 p.m. of the last day before 
instruction begins, the university will assume the student plans to attend and 
accepts the financial obligation. 

After classes begin, students who wish to terminate their registration must sub- 
mit an application for withdrawal to the office of records and registration. Students 
are liable for all charges applicable at the time of the withdrawal. 

If a satisfactory settlement or agreement for settlement is not made with the 
business office within 10 days after a payment is due, the student is automatically 
barred from attendance at classes and will forfeit the other privileges of the School 
of Medicine. 

Financial Information 



Students who wish to leave the School of Medicine at any time during the acade- 
mic year are required to file a letter of resignation with the dean. In addition, an 
Application for Withdrawal form bearing the proper signatures must be filed with 
the office of records and registration. The student must satisfy the authorities that 
he or she has no outstanding obligations to the school and must return his or her 
student identification card. 

If the above procedures are not completed, the student will not be entitled to 
honorable dismissal and will forfeit the right to any refunds to which that student 
would otherwise be entitled. The date used in computing refunds is the date the 
application for withdrawal is signed by the dean. 


Students who voluntarily withdraw during an academic semester will be given no 
credit. Students are not permitted to resort to withdrawal in order to preclude cur- 
rent or impending failures. Their standing on withdrawal will be recorded at the 
Office of Records and Registration. Students who withdraw from the medical 
school and later desire readmission must apply to the Committee on Admissions 
unless other arrangements have been made with the dean's written consent. 


School of Medicine 


Students officially withdrawing from the school will be credited for all academic 
fees charged to them less the matriculation fee, in accordance with the following 
schedule from the date instruction begins: 

• Two weeks or less 80 percent 

• Two to three weeks 60 percent 

• Three to four weeks 40 percent 

• Four to five weeks 20 percent 

• After five weeks percent 


Students who are in good standing may be granted a one-year leave of absence on 
request of the dean. Longer leaves can be arranged only under special circumstances 
with the exception of those students in the combined MD/PhD program. 


Dissecting Instruments: At the beginning of the first year, all freshmen must 
possess a complete set of dissecting instruments similar to those on display at the 
campus bookstore. 

Laptop Computer: Entering freshman medical students will be required to pur- 
chase/lease a laptop computer. Information regarding specific system requirements 
and purchasing, leasing and financing options will be provided in May 1 996. Stu- 
dents are advised to refrain from purchasing a laptop until specifications are 

Microscope: Microscopes will be provided by the medical school. 

Other Equipment: By the second year, medical students arc required to have >\n 

ophthalmoscope, Otoscope, a blood pressure cull and stethoscope. The estimated 
cost of these items, plus other essentials such as lab coats, is S-4()() to $450, 

Financial Information 19 


The School of Medicine's financial aid program is available to medical students 
who demonstrate financial need. Aid programs are centrally administered by Stu- 
dent Financial Aid, located in the Baltimore Student Union. To qualify for aid, stu- 
dents must apply annually and continue to meet certain eligibility requirements. 
Call student financial aid or stop by for fact sheets with detailed information on the 
application process and types of aid available. 

Aid packages often include a combination of loans, grants, scholarships, and 
part-time employment designed to meet 100 percent of a student's needs. In addi- 
tion to school resources, outside funding agencies make financial assistance avail- 
able to qualified medical students. Priority filing date is March 15. 

Entering students may request financial aid applications from either the Com- 
mittee on Admissions or the student financial aid office. Students currently 
enrolled in the School of Medicine may obtain forms from: 

Student Financial Aid Office 
University of Maryland at Baltimore 
621 West Lombard Street — room #334 
Baltimore, Maryland 21201 

Student assistance is awarded on the basis of demonstrated financial need. 
Eligibility for financial aid is dependent upon the student maintaining good acad- 
emic standing. When determining the amount to be awarded, the following are 
considered: (1) income, assets and resources of the student and student's family; (2) 
support available to the student from nonuniversity sources and (3) the costs rea- 
sonably necessary for full-time attendance at the school. 


University Grants: Preference is given to Maryland residents. 

Dean's Scholarship: Funds provided the school are awarded primarily to non- 
resident students. 

Medical Alumni Association: Interest-free loans are available to students on 
the basis of financial need. 

Private and Endowment Funds: From bequests and private donations, the 
School of Medicine has established private and endowment accounts to provide fel- 
lowships, scholarships and loans for students on the basis of their academic achieve- 
ment and financial need. The amounts of these fellowships, scholarships and loans 
vary and are awarded on an annual basis in accordance with school policy. 

20 School of Medicine 

The availability of support from each of the funds listed below is dependent 
upon the income generated. Moreover, since many of the funds are governed by 
specific provisions set forth by the donors, awards must be made accordingly. 


APPM Auxiliary Scholarship 

Balder Scholarship Fund 

James E. Bond Memorial Fund 

Dr. Robert W. Buxton Scholarship 

Percy M. Chaimson Scholarship Fund 

Israel and Cecilia E. Cohen Scholarship 

Dr. William H. Crim Scholarship 

Dodge Fund 

Marcia Thomas Duncan Medical Scholarship 

A. Lee Ellis Scholarship 

Arthur Wright Erskine Scholarship 

Dr. John E. Esnard Endowment 

Sharon Fox Scholarship 

Samuel Leon Frank Scholarship 

Milton Ginsberg Scholarship Fund 

Harry Gudelsky Fund 

Horace Bruce Hetrick Scholarship 

Margaret A. Hicks Scholarship 

Charles M. Hitchcock Scholarship 

Donald J. Hobart Scholarship 

G. D. Jackson Scholarship 

Leo Karlinski Scholarship 

Elsie Larrimore Scholarship 

Emmett and Ruth Light Scholarship 

Dr. Alex J. and Clara Maysels Scholarship 

Dr. James N. McCosh, Jr. Memorial Scholarship 

Nataro Family Scholarship Fund 

Frederick and Anne Nichols and Edwina Justin Fund 

Henry Rolando Scholarship Fund 

Morton and Elaine Schwartz Scholarship 

David Street Memorial Scholarship 

Dr. Charles Robert Thomas 

Michael Vinciquerra Trust Scholarship 

Clarence and Geneva Warfield Scholarship 

Walter N. Winters Scholarship 

Randolph Winslow Scholarship 

W. R. Winslow Residency Trust 

Henry /oiler, Jr. Scholarship 

Financial Information 21 

Loan Funds 

Balder Foundation Fund 

Class of 1916 Memorial Loan Fund 

Class of 1934 Foundation Loan Fund 

Class of 1935 Student Loan Fund 

Jay W. Eaton Loan Fund 

Dr. Wetherbee Fort Loan Fund 

Gold-Steinberg Memorial Loan Fund 

Isaac Gutman Loan Fund 

Sean Peter Houlihan Memorial Fund 

Robert Wood Johnson Foundation Loan Fund 

W.K. Kellogg Loan Fund 

William and Sarah Kraut Loan Fund 

Michael H. Lipman Loan Fund 

Joseph Lipskey Loan Fund 

Jacob B. and Shirley K. Mandel Loan 

Drs. Charles W. and Kathleen R. McGrady Student Loan Fund 

Medical Alumni Association Student Loan Fund 

Edward and Lina Meirhoff Loan Fund 

Nataro Family Student Loan Fund 

Jessie Smith Noyes Loan Fund 

Charles Pfizer Loan Fund 

Dr. F. Mason Sones Jr. Memorial Student Loan Fund 

Webster M. Strayer Loan Fund 

Jimmie Swartz Foundation Loan Fund 

Jay Whitman Memorial Student Loan Fund 


Central Scholarship Bureau offers interest-free loans in amounts up to 
$3,500 per year (maximum total of $8,000) to qualified Baltimore City and Balti- 
more County residents. 

c/o #1 08 Bristol House Apartments 
4001 ClarksLane 
Baltimore, Maryland 21215 

Health Education Assistance Loans (HEAL) are made by private lenders 
to medical, dental and pharmacy students. The annual legal loan maximum is 
$20,000 for medical students; the aggregate maximum is $80,000. The annual 
interest rate on the loan is variable and may change quarterly. During 1994 the 
average quarterly interest rate was 7.75 percent. Interest is not subsidized, and will 
accrue to the loan balance while the borrower is in school, although payment of 
principal and interest may be deferred while the borrower is a full-time student. 

22 School of Medicine 

Health Professions Loans may equal tuition plus $2,500 annually. Interest 
accrual at 5 percent and principal payments are deferred until one year after grad- 
uation at which time both interest and principal payments begin. Both interest and 
principal may also be deferred for internships and residencies and for up to three 
years of service in the uniformed services (including National Health Service 
Corps) and the Peace Corps. Interest accrues from beginning of repayment period. 

Primary Care Loans are the same as Health Professions Loans except recipients 
must either enter and complete a residency training program in primary health care 
no later than four years after graduation from the institution. Recipients must also 
practice primary health care until the loan is repaid in full and provide annual cer- 
tification that they are practicing primary health care. Primary health care is defined 
as family medicine, general internal medicine, general pediatrics, preventive med- 
icine or osteopathic general practice. 

Maryland State Scholarship Administration offers one-year grants of 
$200-$ 1,000, which can be sought for subsequent years by proper reapplication. 
Senatorial and House of Delegates awards are also available. To apply, students 
should complete the Federal Renewal Free Application for Federal Student Aid or 
the Free Application for Federal Student Aid. 

The Maryland State Scholarship Administration also awards Maryland Family 
Practice Scholarships. These awards are for students enrolled in the School of Med- 
icine, University of Maryland at Baltimore, and pursuing a Doctor of Medicine 
degree. A recipient must have been a Maryland resident for five years, have definite 
financial need and be willing to enter the general practice of medicine serving the 
state of Maryland in an area of need (bond required). These $7,500 per year awards 
continue for up to four years and no renewal application is required. 

National Medical Fellowships are need-based awards to minority medical stu- 
dents. For further information and applications write: 

National Medical Fellowships 

250 West 57th Street 

New York, New York 10019 

Federal Work-Study Program: provides jobs for students who need finan- 
cial aid and who choose to earn part of their educational expenses. Jobs are arranged 
either on or off campus with a public or private nonprofit agency. Eligible students 
may be employed for as many as 20 hours per week. To be eligible for federal 
Work-Study a student must apply for financial aid And demonstrate financial need. 

Federal Perkins Loans (formerly known as National Defense/Direct Student 
Loans) are made by the university to students. I he aggregate legal loan maximum 
is $30,000 (including undergraduate borrowing). The annual interest rate is 5 per 
cent. Interest does not accrue until repayment begins. 

Financial Information 23 

Federal Stafford Loans (formerly Guaranteed Student Loans) are made by pri- 
vate lenders. The annual legal loan maximum for graduate students is $8,500. The 
aggregate loan limit is $65,500 including graduate and undergraduate debt. Cur- 
rent interest rate for new borrowers will be variable, but not higher than 8.25 per- 
cent. Interest does not accrue until repayment begins. 

Federal Unsubsidized Loans are made by private lenders. Students may bor- 
row up to $10,000 a year with an aggregate limit of $73,000. The interest rate is 
variable and will be adjusted annually, with a 8.25 percent cap. Interest will accrue 
on the loan from the date of disbursement and may either be paid quarterly, annu- 
ally, or will be capitalized. During the 1994-95 academic year the rate was 7.43 

Federal regulations governing financial aid are subject to change, and it is sug- 
gested that interested applicants contact the Financial Aid Office to ensure having 
the most recent information. 

24 School of Medicine 

Academic Information 


The University of Maryland at Baltimore is accredited by the Middle States Asso- 
ciation of Colleges and Schools. The School of Medicine is accredited by the Liai- 
son Committee on Medical Education, the accrediting body for the Association of 
American Medical Colleges and the American Medical Association. 


The University of Maryland School of Medicine authorities reserve the right to 
make changes in requirements for admission, curriculum, standards for advance- 
ment and graduation, fees and rules and regulations. 

Matriculants are required to accept the provisions of the Judicial Board and 
agree to assume its obligations prior to registration. 

Students who report for classes later than one week after the scheduled time will 
be permitted to begin work only by permission of the dean. Attendance at all sched- 
uled classes is expected. 

Notice of change of address should be submitted promptly to the dean's office 
and to the office of the registrar. 

All new students, whether they are admitted to the first-year class or with 
advanced standing, are expected to attend an orientation for new students. 


Final grades for courses in all four years are recorded as follows unless otherwise 
specified by course director: 

A Excellent 

B Very Good 

C Satisfactory 

D Unsatisfactory — "D" grades are remediable only by examination or other 
appropriate remediation with a maximum grade of "C" possible on the 
portion of the course remediated. The final grade will be determined by 
the eoursemaster. 

F Fail — requires repeat of the course or an approved equivalent. 

Inc Incomplete — This designation is used only when mitigating circum- 
stances exist; e.g., illness or unavoidable absence lias prevented the StU 
dent from completing the course on time. It is to be viewed as a 

nonprejudicial entry on the students record; the grade "Iik" remains on 
the official student transcript. 

Academic Information 25 

An award of "Honors" is given to a student who receives a final grade of "A" and 
performs at a clearly outstanding level and/or who performs an additional scholarly 
effort. Specific criteria for honors are determined by the coursemaster or course 

Other grading policies by specific courses such as Pass/Fail grading are 
announced to the class at the beginning of the course. 

In addition to the final objective grade and the "Honors" category, the student's 
overall performance is evaluated subjectively. The new curriculum, with added 
small group activities and problem-based learning groups, allows for such assess- 
ment in the basic science years. Clinical years' activities are in small groups with 
close mentoring. A passing grade in any course may be contingent upon a certain 
level of attendance and participation above and beyond examination performance. 
Appropriate evaluation forms are designed for this purpose. 

Established rules for advancement and dismissal during all four years have been 
approved by the faculty and student body representatives of the School of Medi- 
cine Council. All regulations related to grading, advancement and dismissal are 
included in the Academic Handbook given to all entering students at orientation. 

The faculty reserves the right to determine whether a student may withdraw, 
repeat, advance or graduate on academic or moral and personal grounds, including 
traits of character. 


The University of Maryland at Baltimore is actively committed to providing equal 
educational and employment opportunity in all of its programs. It is the goal of the 
university to assure that women and minorities are equitably represented among 
the faculty, staff and administration of the university, so that its work force reflects 
the diversity of Maryland's population. 

All employment policies and activities of the University of Maryland at Balti- 
more shall be consistent with federal and state laws, regulations and executive 
orders on nondiscrimination on the basis of race, color, religion, age, ancestry or 
national origin, sex, sexual orientation, handicap, marital status and veteran status. 
Sexual harassment, as a form of sex discrimination, is prohibited among the work 
force of the university. 


In order to matriculate and/or graduate, students must be of good moral character, 
consistent with the licensure requirements of the state of Maryland for physicians, 
and must demonstrate character traits consistent with competent performance as a 
physician. The school reserves the right to dismiss or fail to graduate any student 
whose actions or overall academic performance, including clinical performance, do 
not demonstrate good moral character and ability to function effectively as a physi- 
cian. Such action may be taken notwithstanding a student's compliance with stan- 

26 School of Medicine 

dards for advancement and graduation set out in the School of Medicine grading 


Ninety-five percent of the students enrolled in the School of Medicine complete 
their course of study within the four-year period; 2-to-3 percent complete their 
course of study within the maximum five-year period. These figures represent those 
students actively pursuing their MD degree. They do not include those students in 
the MD/PhD track (usually six years) or those students who are granted a year off 
to engage in research, etc. 


A high percentage of graduates enter the practice of medicine after completion of 
residency training. There appears to be a moderate excess of physicians in some dis- 
ciplines of medicine and in some geographic areas. However, the overall need for 
persons holding the MD degree is such that all graduates of the School of Medi- 
cine may expect a satisfactory income. 


• American Medical Women's Association Scholarship Achievement Awards 

• The Elijah Adams Award for Excellence in Biological Chemistry is presented to 
the freshman medical student who has achieved an honors grade in the bio- 
chemistry and molecular biology course and has written a paper judged of the 
highest quality by the faculty of the department. 

• The Wayne W. Babcock Award for Excellence in Surgery is awarded to a grad- 
uating senior for outstanding performance in surgery. 

• The Balder Scholarship Award for Outstanding Academic Achievement is pre- 
sented to the graduating senior with the highest academic record throughout the 
medical course. 

• The Leslie B. Barnett Memorial Medical Student Research fellowship is a com- 
petitive award for the support of a student to perform research. 

• 1 he Eugene Sydney Bereston Award tor Excellence in Dermatology is awarded 
to the graduate with outstanding accomplishments and interests in dermatology. 

Academic Information 27 

• The J. Edmund Bradley Award for Excellence in Pediatrics recognizes the grad- 
uate with both the leading academic record in pediatrics and the characteristics 
most admired in a pediatrician. 

• The Eugene B. Brody Award for Excellence in Psychotherapy honors a graduate 
with outstanding skill in psychotherapy. 

• C. Jellef Carr Award for Excellence in Pharmacology is presented to the sopho- 
more medical student who has achieved an honors grade in the medical phar- 
macology course and has written a paper judged of the highest quality by the 
faculty of the department. 

• The Louis, Ida and Samuel Cohen Award for Personal Attributes of Scholarship, 
Ability and Compassion for Patients is presented to a graduate with superior 
scholarship and scientific knowledge of internal medicine and understanding 
and compassion for patients. 

• Dean's Award for Excellence in Research is presented to the graduating senior 
who has performed the most notable research during the course of the standard 
MD program. 

• The Donaldson Prize for Excellence in Pathology honors the graduating senior 
who has demonstrated excellence in didactic and laboratory work in the disci- 
pline of pathology. 

• The Louis Harriman Douglass Award for Excellence in Obstetrics and Gyne- 
cology recognizes the graduating senior with an outstanding academic record 
and a particular interest in obstetrics and gynecology. 

• The Robley Dunglison Award for Excellence in Preventive Medicine honors the 
graduating student who has demonstrated outstanding competence in the fields 
of preventive medicine and public health. 

• The Society for Academic Emergency Medicine Award for Excellence in Emer- 
gency Medicine recognizes the senior who has captured the essence of the ideal 
emergency physician by demonstrating high skill, equanimity and kindness in 
an environment which requires quick, clear thinking and action. 

• Faculty Gold Medal for Outstanding Qualifications for the Practice of Medicine 
honors a graduate with outstanding scholarly accomplishments and those qual- 
ities of humanity and dedication most desirable in a physician. 

• The Jacob Finesinger Award for Excellence in Psychiatry honors the graduate 
who has demonstrated outstanding skills in general psychiatry. 

28 School of Medicine 

• The Harlan I. Firminger Award for Excellence in General and Systemic Pathol- 
ogy is presented to the student with the highest performance in the sophomore 
pathology course. 

• The A. Bradley Gaither Memorial Award for Excellence in Genito-Urinary 
Surgery recognizes the graduate who excelled during the senior clerkship in gen- 
ito-urinary surgery. 

• The Geriatrics and Gerontology Education and Research Program Award for 
Excellence in the Field of Aging recognizes a professional undergraduate or grad- 
uate student who has demonstrated outstanding interest and commitment to the 
care of older persons. 

• The Doctor Sheldon E. Greisman Award is presented to the student whose per- 
formance in the first-year physiology course is deemed outstanding. 

• The William Alexander Hammond Award for Excellence in Neurology is 
awarded to the graduating senior with outstanding accomplishments in 

• The Doctor Martin Helrich Prize for Excellence in Anesthesiology recognizes the 
graduate with the highest academic distinction during the senior clerkship in 

• The Doctor Leonard M. Hummel Memorial Award for Excellence in Internal 
Medicine honors a graduate with outstanding qualifications in internal 

• The Edward J. Kowalewski Award for Excellence in Education and Training in 
Family Practice is presented to the fourth-year student who has demonstrated 
special interest and high academic achievement in family practice. 

• The Abraham Lilienfeld Award in Epidemiology and Biostatistics is awarded to 
the graduating student with an outstanding performance in the courses given by 
the department in the first two years of medical school. 

• The Doctor I. Earl Pass Memorial Award for Exceptional Proficiency in Inter- 
nal Medicine recognizes a member of the graduating class with au outstanding 
performance in medicine. 

• The Doctor Milton S. Sacks Award in 1 [ematology is awarded to the graduate 
with the most distinguished record in hematology. 

• Student National Medical Association Service Award is presented to the gradu 
ating senior who has demonstrated leadership in the Student National Medical 
Association and made outstanding contributions to the minority community , 

Academic Information 29 

Summa, Magna and Cum Laude Awards of Honor are presented to those can- 
didates for graduation who have exhibited outstanding qualifications for the 
practice of medicine during their four academic years. 

The Uhlenhuth Award for Excellence in the Anatomical Sciences is awarded in 
recognition of the graduate with the highest academic record in the anatomical 

The Rudolf Virchow Award for Research in Pathology is awarded to graduates 
who have made outstanding contributions to research in the field of pathology. 

The Joseph E. Whitley Award for Academic Excellence in Radiology. 

The Hans R, Wilhelmsen Prize for Outstanding Achievement in Surgery is 
awarded to the graduate with the highest academic record in surgery. 

The Charles L. Wisseman Jr., Award for Excellence in Microbiology and 
Immunology is presented to the student with the highest academic record in 

The Theodore E. Woodward Prize in Internal Medicine is the highest award in 
internal medicine. It is presented to the graduate who has an excellent academic 
record in the discipline of internal medicine and has displayed the attributes of 
compassion and dedication in the care of patients. 

The Theodore E. Woodward Award in Physical Diagnosis awarded at com- 
mencement to the graduate whose sophomore performance in physical diagno- 
sis best exemplified the desirable combination of factual information, clinical 
skills and humanity and characteristics of an accomplished physician. 


School of Medicine 

Program of Study 

Broadly stated, the educational objectives of the School of Medicine are: 

• To educate students intensively and broadly in medicine and in the science of 
medicine. To equip students to engage in a lifetime of learning in order that they 
may successfully adapt to the changing environment and achieve a high level of 
professional competence and social awareness. 

• To provide opportunities for students at every level of training to pursue areas of 
special interest for intellectual stimulation and/or career advancement. 

• To encourage the development of highly competent primary care physicians, spe- 
cialists and scholars in basic and clinical research and academic administration. 


First and Second Years: The freshman year begins with a one-week block on 
"Informatics" introducing students to the use of information technology in medi- 
cine that will assist learning, research and clinical applications. This is followed by 
a nine-weeks block on "Structure and Development" which offers a comprehen- 
sive overview on the morphological and developmental organization of the body. 
Next comes a one-week "Human Behavior" block taught in an interdisciplinary 
manner, highlighting the importance of behavior in the prevention, incidence, 
prevalence, diagnosis, treatment and prognosis of wellness and illness. Following 
this another nine-weeks block, "Cell and Molecular Biology," presents the funda- 
mentals of biochemistry, cell biology, molecular biology and human genetics and 
correlates them with clinical issues. Next is a two-weeks block of "Cell Function 
which is an introductory block for the two blocks that follow. This two-weeks block 
will be incorporated into the final block relative to examination. Next is a six-weeks 
interdisciplinary course on the "Neurosciences" describing basic concepts of neu- 
roanatomy, neurochemistry, neurophysiology and clinical neurology. The final 
block, "Functional Systems," runs for eight weeks, providing the freshman student 
with the basic understanding of human physiology in the areas of cellular, cardio- 
vascular, renal, respiratory, gastrointestinal, endocrine and integrative physiology. 
Each is integrated with clinical applications. 

Running concurrently with the blocks is [CP, "Introduction to ( Prac 

rice." Following lectures, one-third of the students visit a clinical sue or alternate 

learning area one day pel week for [CP. This clinical work is offered three limes 
each week, once for each third of the class. 

Problem-based learning sessions, utilizing small groups, are held once weekl\ 
for a total of two hours. Sessions run cone urrcntlv with each block. The remainder 
of the week is designated tor student independent study, for utilization of librar) . 
Computer Learning ( enter or faculty mentor when indicated. 

Program of Study 3 I 

A standing Curriculum Coordinating Committee, composed of department 
chairpersons, special course chairpersons, faculty members-at-large, and represen- 
tatives of the student body, has the responsibility of regularly monitoring and 
reviewing the curriculum and recommending changes deemed appropriate. 

The integrated curriculum continues in the second year when sophomore stu- 
dents take two blocks which include; 1) Microbiology and Immunology (8 weeks); 
and 2) Pathophysiology and Therapeutics (25 weeks). The more lengthy block, 
known as Pathophysiology and Therapeutics, contains neuroscience and psychia- 
try, cardiovascular, gastrointestinal, reproductive, pulmonary, renal, endocrine, 
neoplasia, locomotive and hemopoietic sections. The sophomore year is character- 
ized again by two hours of lecture, two hours of small group or laboratory, inde- 
pendent and problem-based learning sessions and clinical practice and physical 

Third and Fourth Years. The revised third and fourth years' curriculum 
begins in 1996. The two clinical years are viewed as a single unit with the student 
assuming progressive responsibility for patient care. The clinical experience con- 
sists of the following clerkships: Medicine (12 weeks), Surgery (8 weeks), Family 
Medicine (4 weeks), Obstetrics-Gynecology (6 weeks), Pediatrics (6 weeks), Psy- 
chiatry (4 weeks) and Neurology/Rehabilitation Medicine (4 weeks) plus a four- 
week elective. The four- week rotation in Neurology may be taken in the junior or 
senior year depending on a student's predetermined schedule. As noted, students 
take all of these rotations according to individual schedules. The sum of these expe- 
riences provides a 48-week introduction to clinical science. 

The 36-week block that follows includes a 1 6-week elective period when the stu- 
dent may take eight weeks of electives off-campus. An additional eight weeks must 
be spent in a student internship in one of four clinical fields: medicine, surgery, 
pediatrics or family practice. Here the student has an opportunity for primary 
patient care responsibility over a prolonged period of time. These rotations are 
offered at the University of Maryland Medical System and in approved affiliated 
hospitals. The third segment is a consecutive eight-week experience in an ambula- 
tory setting. These outpatient settings include internal medicine, pediatrics and 
family practice, with additional experience in clinical preventive medicine. Four 
weeks of surgical subspecialties are also scheduled in the senior year. Attendance in 
all course work in clinical areas is mandatory. The current clinical curriculum fre- 
quently involves weekend attendance. The student may audit available electives in 
any additional free time. 

During the third and fourth years, one-half day per week will be allotted to lon- 
gitudinal ambulatory education. This primary care experience will occur in the 
offices of general internists, family practitioners, pediatricians and obstetrician- 
gynecologists. The experience will occur concurrently with the required third-year 
and elective fourth-year clerkships. Students will be with the same physician over 
the two-year period. The course will expose the student to the principals of primary 
care and preventive medicine, including evaluation of patients with undifferenti- 
ated problems, longitudinal care and continuous care. The longitudinal ambula- 
tory experience allows the student to appreciate the entire spectrum of clinical 
medicine as he/she moves through the clinical years. 

32 School of Medicine 

The 84-week combined clinical years program provides a strong grounding in 
clinical science with a progressive opportunity for primary patient care responsi- 
bility. The curriculum is designed to prepare the medical student for the increas- 
ing responsibility demanded by the specialty residency programs adopted 
throughout the country. 



37 weeks 




(I week) 

Participating departments/divisions: 

Dean's Office and the Office of Medical Education, UMAB 
Information Services and the Health Sciences Library, the Depart- 
ments of Anatomy, Psychiatry and Diagnostic Radiology, the 
University of Maryland Medical System and the Baltimore Veteran's 
Administration Medical Center, selected UMAB faculty and guest 

Areas of Study: 

Computing, Electronic Resource Databases, E-mail, Information 
Management, Internet, Hospital Systems, UMAB Network, Virtual 
Reality, Computer Technology in Research Applications and 
Clinical Medicine 


(9 weeks, 2 days) Participating departments/divisions: 

Anatomy, Embryology, Radiology, Surgery 

Areas of Study: 

Human gross anatomy and histology 


( I week, 2 days) Participating departments/divisions: 

Pediatrics and Psychiatry 

Areas of Study: 

Biopsychosocial approach to illness; physical, cognitive, social and 
personality development through the life span; cultural diversity; 
physician-patient interaction; loss and bereavement 

Program of Study 




(9 weeks, 2 days) 


Participating departments/divisions: 

Biochemistry and Molecular Biology, Medicine, Human Genetics, 
Anatomy, Pharmacology 

Areas of Study: 

Protein structure and function, cellular metabolic pathways, cell 
signal transduction, cell microanatomy, human genetics, molecular 

(2 weeks) SYSTEMS BLOCK 

Participating departments/divisions: 

Physiology, Biophysics and the Interdisciplinary Neurosciences 
Departments and Biochemistry and Molecular Biology 

Areas of Study: 

Cell membrane, physiology and dynamics which are basic to the 
understanding of both neurosciences and functional systems 


(6 weeks, I day) Participating departments/divisions: 

Anatomy, Biochemistry and Molecular Biology, Internal Medicine, 
Neurology, Pharmacology, Physiology, Surgery 

Areas of Study: 

Development, structure and function of nervous tissues; anatomical 
organization of CNS; sensory and motor systems; higher functions; 
concepts in clinical neurology 


(2.5 days) This two and one-half day workshop is spent listening to readings 

and viewing audiovisual materials related to intimacy and sexuality, 
and discussing reactions to these materials and related issues in 
small groups. Discussions will include such topics as verbal and 
nonverbal communication, sexuality in the elderly, heterosexual 
and homosexual relationships, masturbation, and sexuality in the 
handicapped and chronically ill. 


School of Medicine 

Course Title 


(8 weeks, 3 days) Participating departments/divisions: 

Anesthesiology, Internal Medicine, Neurology, Obstetrics & 
Gynecology, Pediatrics, Physiology, Surgery 

Areas of Study: 

Cell, cardiovascular, endocrine, gastrointestinal, renal, respiratory 
and integrative function 


Course runs through all four years of medical school — during first 
two years one afternoon each week (2 hours) 

Areas of Study: 

Ethics, nutrition, intimate human behavior, interviewing and physical 
diagnosis issues, topics relevant to delivery of primary care 

YEAR 1 1 

38 weeks 



(8 weeks) Participating departments/divisions: 

Epidemiology and Preventive Medicine, Internal Medicine, Microbi- 
ology, Pathology, Pediatrics, Pharmacology 

Areas of Study: 

Immunology, bacteriology, virology, parasitology, mycology 

(25 weeks) Participating departments/divisions: 

Cancer Center, Dermatology, Epidemiology and Preventive 
Medicine, Internal Medicine, Neoplasia, Neurology. Obstetrics & 
Gynecology, Pathology, Pediatrics, Pharmacology, Physiology, 
Psychiatry, Surgery 

Areas of Study: 

Cardiovascular; Endocrine. Sex and Reproduction; Gastrointestinal; 
Hematopathology; Skin and Bone Pathology & Pharmacology; 
Neuroscience; Environmental Pathology and Toxicology; Pul- 
monary; Renal 

Program of Study 


Course Title 

Participating departments/divisions: 

Medicine, Family Medicine, Pediatrics, Psychiatry, Neurology, 
Ophthalmology, Obstetrics & Gynecology 

Areas of Study: 

Fundamental aspects of history taking and physical examination 

Study for Board Exams 



Block I — Medical Informatics — (I week) 

Students begin their medical school training with a one-week introduction to med- 
ical informatics. Curriculum includes instruction in the access of campus-wide 
electronic resources and those available via the Internet. Students gain essential 
computer literacy skills in needed areas and are introduced to the use of electronic 
mail. Learning experiences are designed to bring computer relevancy to medical 
research and clinical applications. Nationally recognized speakers in Medical Infor- 
matics present the latest technologies in medicine. 

Introductory material from Block II (Structure and Development) is integrated 
into the Informatics block to demonstrate examples of high technology related to 
Anatomy, Radiology and Surgery. Students also are introduced to the Bio-Psycho- 
Social model by Block III (Human Behavior) leaders prior to beginning Problem- 
Based Learning (PBL) sessions. Computer software applications are introduced to 
students at the pertinent locations throughout the Year I curriculum. 

Participation in PBL sessions requires the application of informatics skills to 
clinical cases. The formats for this block include didactic lectures, panel discus- 
sions, computer laboratory experiences and PBL small groups. (Deborah 
Finkelsen, Steven Barkley) 

Block II — Structure and Development — (9 weeks, 2 days) 

A comprehensive overview of the morphological and developmental organization 
of the human body is provided. The basic concepts of structure as related to func- 
tion are described in lectures and demonstrations. Study includes all levels from 
gross morphology to the ultrastructure of cells revealed by electron microscopy. 
Laboratory facilities for gross examination are provided for dissection, topograph- 
ical study, osteology and radiology. Light microscopical laboratories are available 

36 School of Medicine 

for study of histological preparations of human tissue and for correlation of tissues 
studied at this level with electron micrographs. The course also includes instruc- 
tion in living anatomy, radiology and clinical correlation. Laboratory instructors 
include anatomists, surgeons and radiologists. The interdependence between struc- 
ture and function in the different tissues and organs of the body is emphasized. 
(Dr. Charles Barrett) 

Block III — Human Behavior — (I week) 

This interdisciplinary block is based on the critical truth that behavior — including 
that of patients, physicians and the community — plays a central role in the pre- 
vention, incidence, prevalence, diagnosis, treatment and prognosis of illness. Psy- 
chiatry and Pediatrics faculty emphasize a biopsychosocial understanding of the 
patient-physician dyad in order to promote students' understanding of how cul- 
ture, family and individual psychology integrate with biology to influence health, 
illness (including bereavement) and treatment across the life span. Within this con- 
text, the block will help students (1) to acquire an understanding of significant 
behavioral science concepts relevant to the understanding of human behavior, (2) 
learn about changes in human behavior over the life cycle and (3) understand the 
influences on the physician-patient interaction in different clinical situations. 

The course is presented in the form of lectures, demonstrations and small group 
sessions. In addition, a case exercise presented in a problem-based format will pro- 
vide students with the opportunity to apply the concepts acquired through didac- 
tic presentations and independent research. (Dr. Bruno Anthony) 

Block IV — Cell and Molecular Biology — (9 weeks, 2 days) 

It has become clear that many disease processes can be understood at the cellular 
and molecular level. Thus, an understanding of biological molecules and their 
interactions underlies modern medicine and the treatment of diseases. The goal of 
this course is to present fundamentals of biochemistry, cell biology, molecular biol- 
ogy and human genetics from an integrated multidisciplinary perspective. Further, 
these molecular principles are correlated with clinical issues throughout the course 
so that the importance of cell biology in the illumination of the causes of, as well as 
the strategies for the treatment of many diseases, is clearly revealed. 

This comprehensive course presents a concise view of many topics including the 
basic structure and function of mammalian cells, structure and function of proteins 
and enzymes, cellular energetics and metabolism, biochemical nutrition, cellular 
receptors and intracellular signaling. Fundamental principals of modern molecu- 
lar biology are presented, including DNA structure and function, protein synthe- 
sis and the regulation of gene expression. The principles of modern molecular 
biology are integrated with clinical human genetics so that Fundamentals ot cyto- 
genetics and population genetics are examined. 

I he goals of this course are accomplished through a series ot focused lectures 
complemented by clinical correlation sessions presented by the clinical {acuity. In 
addition, this course includes a major commitment to teaching Fundamentals 
through multiple small group sessions where Students learn through problem solv- 

Program of Study 37 

ing, clinical case studies and through discussion and presentation of the medical lit- 
erature. In addition, computer programs are available that provide independent, 
self-directed opportunities for learning the material covered throughout this 
course. (Dr. Gerard Barcak) 

Block V — Cell Function Section of Functional Systems Block — 
(2 weeks) 

An introduction to the study of cellular function. The course begins with the study 
of general membrane and cellular physiological principles, including diffusion and 
membrane permeability, osmotic pressure and cell volume changes, electrochemi- 
cal equilibrium including the Nernst equation and Donnan equilibrium, the ori- 
gin of resting membrane potentials, active and passive transport processes and 
epithelial transport. Study then focuses on action potential generations and prop- 
agation in excitable tissue like neurons and muscle cells, the structural and func- 
tional properties of skeletal muscle including its mechanical properties and 
excitation-contraction coupling and the pathophysiology of nerve and muscle. 

Block VI — Neurosciences — (6 weeks) 

The Neurosciences Block provides a unified approach to the study of the central 
nervous system, i.e., fundamental concepts of neuroanatomy, neurochemistry, 
neurophysiology and clinical neurology are considered in an integrated sequence. 
The course begins with structural, biochemical and developmental aspects of the 
brain and spinal cord. Studies of the major sensory and motor systems and consid- 
eration of higher neural functions subsequently form the core of the course. Clin- 
ical presentations highlight the importance of major neurobiological principles in 
the hospital and office setting. Methods used include lecture, laboratory and small 
group discussions, along with self-teaching and self-evaluation units. The course 
faculty includes members of the departments of anatomy, biochemistry, physiol- 
ogy and neurology. (Dr. Marshall Rennels) 

IHB — Intimate Human Behavior — (2.5 days) 

Sexuality and intimacy are important and sensitive areas of our lives that are often 
difficult to communicate about for a variety of reasons. When questions or con- 
cerns arise, a physician or other health care provider is typically the first person from 
whom help and counsel are sought. Such concerns may reflect normal develop- 
mental changes, the consequences of sexual abuse, questions about one's sexual 
identity or the effects of illness, injury or medication on sexual performance. 

The ability of health care providers to respond to these needs depends heavily 
on their own level of comfort with these issues. The Intimate Human Behavior 
(IHB) workshop provides students with the opportunity to examine and assess 
their attitudes, feelings and beliefs about various dimensions of intimacy and sex- 
uality so that they will be better able to apply current knowledge about human sex- 
uality and the treatment of sexual problems. 

The two and one-half day workshop is spent listening to readings, viewing 
audiovisual materials — many of a sexually explicit nature — and discussing reac- 
tions to these materials and related issues in small groups. Discussions will include 

38 School of Medicine 

such topics as verbal and nonverbal communication, sexuality in the elderly, het- 
erosexual and homosexual relationships, masturbation, alternative lire styles and 
sexuality- in the handicapped. 

A Pass/Fail grade is assigned based on required attendance at all workshop ses- 
sions and completion of a short written assignment. 

A limited number of students will be offered the opportunity- to do the work- 
shop over a weekend at another time, probably during the spring semester. Week- 
end participants may invite their partners to participate if they wish. Partners will 
be assigned to separate groups and a nominal fee may be charged for their partici- 
pation. Information about this option will be provided at an appropriate time. 

Block VII — Functional Systems — (8 weeks, 3 days) 

This block covers the functional aspects of the major organ systems. It provides stu- 
dents with a basic understanding of mammalian and, in particular, human physi- 
ology, and lays the foundation for the study of clinical medicine. The subject matter 
is organized into sections that cover cellular, cardiovascular, renal, respiratory, gas- 
trointestinal, endocrine and integrative physiology. Each section ties together 
aspects of structure with function and includes discussion of relevant clinical and 
pathophysiological applications. Conference periods are used for clinical correla- 
tions, small group discussions, laboratory' exercises and computer-assisted simula- 
tions. The curriculum includes problem-solving and problem-based, self-learning 
sessions. (Dr. Michael Selmanoff) 

ICP — Introduction to Clinical Practice 

The Introduction to Clinical Practice course runs through all four years or med- 
ical school. During the first two years, the course occupies one afternoon each 
week and introduces interactive discussions on topics such as ethics, intimate 
human behavior, nutrition, interviewing and physical diagnosis issues, topics rel- 
evant to the delivery- of primary care. First-year students learn interviewing and 
basic physical diagnosis during the scheduled afternoon block at an off-site pri- 
mary care setting. Sophomore students have this time assigned to the Introduc- 
tion to Medicine course, a small group, hands-on experience with more 
sophisticated physical and diagnostic examinations involving internal medicine. 
pediatrics, neurology and psychiatry. Junior and senior students spend one-hair 
day each week on a longitudinal continuity experience in the same primary care 
site over the two-year span, allowing both mentoring by the physician And conti- 
nuiry-of-care patient experience. 


Block VIII — Microbiology and Immunology — (8 weeks) 

1 he Microbiology and Immunology course is the firsi course in the second yeai 

and is approximately eight weeks in duration. The course is divided into ton: 
rions: (a) Immunology; (h) Bacteriology; (c) Virology (d) Parasitology And Mycol- 
ogy. I he primarv intent ot this course is to convey to students the general principles 

Program of Study 39 

of Immunology and to introduce infectious diseases caused by bacteria, viruses, 
fungi and parasites. The format for this course will include lectures, small group 
discussions (coordinated by the Microbiology and Immunology basic science fac- 
ulty), clinician small group conferences (coordinated through the department of 
medicine), problem-based learning (PBL) sessions, and laboratory and computer- 
based sessions which will combine some "hands on" experience with infectious 
microorganisms as well as demonstrations and self-instructional material. Faculty 
from the Department of Microbiology and Immunology may also participate in 
the Pathophysiology and Therapeutics course (Block VIII) when appropriate. 
(Dr. David Silverman) 

Block IX — Pathophysiology and Therapeutics — (25 weeks) 

The course of Pathophysiology and Therapeutics provides an interdisciplinary 
examination of the basic principles of pathology and pharmacology applied to both 
normal and disease processes. This 25-week course incorporates basic concepts of 
biochemistry, physiology, microbiology and immunology, epidemiology (as 
applied to clinical research, health care organization, occupational and environ- 
mental medicine) and clinical psychiatry (including psychopathology and psychi- 
atric treatment modalities). The course begins with the general principles and is 
followed by the study of disease processes and their treatment from both a mecha- 
nistic and morphological viewpoint. Emphasis is also placed on the mechanism, 
action and interaction of pharmacologic agents in normal and disease states. The 
course is divided into nine sections: (1) General Principles, (2) Neoplasia and 
Oncopharmacology, Environmental Pathology and Toxicology, Occupational and 
Forensic Medicine, (3) Neuroscience, (4) Cardiovascular/Renal/Hemodynamics, 
(5) Hematopathology, (6) Gastrointestinal, (7) Pulmonary, (8) Endocrinology, 
Reproduction and Development and (9) Skin and Bone Pathology and Pharma- 
cology. The course is complemented by a year-long parallel program of case stud- 
ies utilizing a problem-based approach. The learning format includes lectures, 
small group discussions, clinical-pathological correlations, problem-based learn- 
ing, case-based learning, and laboratory and computer-based sessions. Faculty from 
most of the departments of the School of Medicine have teaching involvement in 
this block. (Drs. Jordan Warnick and Raymond Jones) 

Physical Diagnosis 

This course assists the medical student in making the transition from graduate stu- 
dent to physician and is part of the foundation upon which the clinical experience 
of the physician begins to take form. Students learn to master fundamental clinical 
skills and begin to synthesize the principles learned in the basic sciences with the 
information derived at the patient's bedside. With careful guidance and instruc- 
tion, students begin to understand the meaning of good patient care, differential 
diagnosis and appropriate treatment. (Dr. Jonathan Orens) 

40 School of Medicine 

Study for Board Exams — (5 weeks) 

YEAR III — 48 weeks (tentative schedule) 


1 2 weeks 


8 weeks 

Family Medicine Clerkship 

4 weeks 

Ob/Gyn Clerkship 

6 weeks 

Pediatrics Clerkship 

6 weeks 

Psychiatry Clerkship 

6 weeks 

Neurology/Rehab Medicine** 

4 weeks 


4 weeks 

* Clerkship timeframes to be adjusted to equal 48 weeks 
** 4 weeks may be rotated in senior year 

YEAR IV — 36 weeks (tentative schedule) 

Ambulatory Care 

8 weeks 


8 weeks 

Surgical Subspecialties 

4 weeks 


1 6 weeks 

Program of Study 



Research in human disease requires investigators with interests and training in both 
basic science and clinical medicine. The primary objective of the MD/PhD Pro- 
gram is to train medical scientists. These individuals will differ from most basic sci- 
entists by having the clinical background necessary for the management and 
investigation of human disease. Equally, the MD/PhD medical scientist will differ 
from most physicians by having extensive laboratory experience and the scientific 
background that can facilitate the application of basic scientific approaches to clin- 
ical problems. To achieve this goal, a flexible program of combined medical and 
scientific training is provided to highly motivated students of superior research and 
academic potential. This program fully utilizes the broad range of basic and clini- 
cal science opportunities that are available at the University of Maryland at 

The MD/PhD Program is offered through the departments of anatomy, bio- 
chemistry, biophysics, epidemiology and preventive medicine, microbiology and 
immunology, pathology, pharmacology and experimental therapeutics, physiol- 
ogy, and the division of human genetics. Doctoral training is also available through 
the interdepartmental Molecular and Cell Biology and the Membrane Biology Pro- 
grams at UMAB. In addition, research training opportunities are provided at the 
University of Maryland Baltimore County by the departments of biology, chem- 
istry/biochemistry and mechanical engineering. 

The degree requirements for the combined MD/PhD are equivalent to those of 
the separate degree requirements for the Doctor of Medicine in the School of Med- 
icine and the Doctor of Philosophy in the University of Maryland Graduate 
School, Baltimore. The MD/PhD degree can be completed within six to eight 

Although the schedule of training can be flexible, entering students typically 
complete the two preclinical years as regular medical students and may receive grad- 
uate credit for some courses taken during this period. The students use pre- and 
post-freshman summers to gain research experience in the basic science depart- 
ments of their choice. Students are expected to "rotate" through the various labo- 
ratories in the selected graduate department in order to facilitate the final choice of 
a thesis advisor. 

After the preclinical years, MD/PhD students enroll as full-time graduate stu- 
dents for two to four years, taking required graduate courses, seminars and focus- 
ing on dissertation research. Subsequently, they begin the clinical clerkships. 
Elective periods during the clinical years may be used to complete their PhD 
research. This sequence is general; a student may complete the program in a dif- 
ferent sequence, depending on the schedule developed in consultation with the stu- 
dent's advisor. 

Applicants to the MD/PhD Program are required to meet the admissions 
requirements of the School of Medicine and the University of Maryland Graduate 
School, Baltimore. Qualified candidates are interviewed and selected by the 
MD/PhD Program Advisory Committee. Applications will be considered from 
qualified juniors or seniors at any accredited university, as well as from medical stu- 

42 School of Medicine 

dents currently enrolled at the University of Maryland at Baltimore. In addition, 
applications will be considered from students currently enrolled in graduate pro- 
grams (i.e., MS, PhD) at the University of Maryland School of Medicine or other 
accredited universities. An application form is included in the medical school 
admissions packet. 

Some applicants from each entering class may be awarded a waiver of tuition (at 
the financial level of Maryland resident tuition). The waiver will be awarded based 
upon academic excellence. A stipend may also be provided by the research sponsor 
during the PhD portion of the program. 

For more information contact: 

Marshall L. Rennels, PhD 

Director, MD/PhD Program 

School of Medicine, University of Maryland at Baltimore 

655 West Baltimore Street — room 1-005 

Baltimore, Maryland 21201 




Medical students are encouraged to become involved in biomedical investigations 
through participation in supervised research projects offered through the Office of 
Student Research Programs. The medical student program is supported jointly by 
a training grant from the National Institutes of Health and the Office of the Dean. 
The faculty and administration of the School of Medicine are committed to the 
training of physician-scientists. The Short Term Research Training Program 
(STRTP) for medical students strives to enhance the connection between the treat- 
ment of patients and the scientific investigations which enable patient care to 
advance. The physician-scientist who bridges both basic and clinical sciences and 
clinical practice is therefore in an ideal position to translate research into clinical 
application, and patient problems into laboratory investigation. Currently, 
research is being conducted in several major areas of interest at the School of Med- 
icine. These include, but are not limited to behavior, cancer, cardiovascular disease. 
endocrinology, environmental health, epidemiology, infections, immunology, 
neuroscience, respiration, toxicology and virology. 

TraineeshipS arc awarded on a competitive basis And currently pro\ ide $300 per 
week lor 10-to-l 1 weeks of full-time participation. These experiences arc available 
to incoming students during the summer before their freshman year, and to med- 
ical students generally during the summers after their freshman vear. C )n occasion, 

awards are made to students during the summer after then sophomore \ 01 CO 
seniors during the academic vear. 

Program of Study 43 

STRTP funds are not granted to students with doctoral degrees, nor to those 
who are involved in doctoral dissertation research or have alternative sources of 
research funding. However, the program may supplement some alternate sources 
up to the level of STRTP trainees. Students selected to participate in the program 
must attend a summer colloquium consisting of research seminars and lectures on 
the ethical and responsible conduct of research. These students also present their 
research to fellow students and faculty during the summer at the Student Research 
Forum and on Medical Student Research Day in the Fall. 

Summer research traineeships are also available to underrepresented minority 
high school and undergraduate students to encourage careers in one of the health 
professions and/or biomedical research. The programs provide students with a real- 
istic understanding of the biomedical research environment through hands-on 
experience, contact with appropriate role models, and application procedures for 
professional and graduate schools. Thirty positions are available for minority 
undergraduate students to conduct research for 12 weeks during the summer 
months at the University of Maryland School of Medicine and at selected sites off- 
campus. Trainees work under the direct supervision of experienced scientists and 
receive $250 per week for the 12-week period. 

The Office of Student Research Programs serves a dual purpose of providing 
opportunities for students from high school through medical school to consider the 
possibility of graduate school, a career in the health professions and/or academic 
medicine and of specifically increasing the number of underrepresented minority 
students and faculty in those professions. The office also promotes biomedical/ 
behavioral research experiences for K- 12 pre- and in-service science teachers. These 
experiences aid teachers in redefining K-12 curriculum and of informing their stu- 
dents of career opportunities. The Office of Student Research Programs works 
cooperatively with the Office of the President, the Maryland Collaborative for 
Teacher Preparation, the Martin-Marietta Graduate Fellows Programs and various 
high school, MARC and MBRS programs in Maryland and other states to ensure 
access to research careers and involvement for all who are interested. 

Applicants for the STRTP minority undergraduate program must be enrolled 
in an undergraduate school or postbaccalaureate program and be in good academic 
standing at the time of application. Although minority students from any state may 
apply, preference will be given to Maryland residents. Potential trainees must not 
have graduated at the time the traineeship begins and should have a GPA of 3.0 to 
be considered. It is strongly recommended that applicants have successfully com- 
pleted courses in biology and chemistry. 

The School of Medicine is firmly committed to significantly increasing the 
number of underrepresented minority medical students and faculty and has strong 
outreach, recruitment and retention programs to attract and graduate minority stu- 
dents who are African Americans, native Americans, mainland Puerto Ricans and 
Mexican Americans. The school is actively involved in the Association of Ameri- 
can Medical Colleges' Project 3000 by 2000, which is designed to increase to 3,000 
the number of underrepresented minority medical students in all U.S. medical 
schools by the year 2000. Recruitment, research and academic enrichment activi- 

44 School of Medicine 

ties are provided for underrepresented minority students at the high school, under- 
graduate and medical school levels. 

The Office of Student Research Programs also provides funded opportunities 
for students to conduct research in Rotterdam, The Netherlands, through the Uni- 
versity of Maryland-Erasmus University Schools of Medicine Exchange Program. 
In addition, a year-out program is funded by a grant from the American Heart Asso- 
ciation for those students who wish to immerse themselves in a research experience 
for a full year, normally between the sophomore and junior years. 

Other opportunities may exist for brief or extended research experiences, either 
on or off campus. The Office of Student Research Programs maintains a list of those 
opportunities and also conducts an annual survey of on-campus research opportu- 
nities in both clinical and basic science areas that may be available throughout the 
calendar year. In some cases individual faculty members may have grant funding to 
support a student. 


Alpha Omega Alpha (AOA), the national medical honor society, and the Office of 
the Dean sponsor a half-day research competition each year. All medical students 
are encouraged to participate and attend these presentations and, except for those 
students in the MD/PhD Program, are eligible to compete for Si, 600 in prizes. 
For further information on research programs contact: 

Dr. Jordan E. Warnick 

Director of Student Research Programs 

655 West Baltimore Street — room 14-015 

Baltimore, Maryland 21201 

(410) 706-3026 (ext. 6-3026) 

Program of Study 45 


The University of Maryland Graduate School, Baltimore (UMGSB) was created in 
1 985 by a state legislative act that merged the graduate education and research facil- 
ities of UMAB with the University of Maryland Baltimore County (UMBC). Since 
then, enrollment has more than doubled and now UMGSB enrolls over 2,800 
graduate students, 70 percent of whom are Maryland residents. The link broadens 
the scope of graduate education and research in the region with programmatic 
emphasis in selected areas of biomedical and physical sciences; engineering; math- 
ematics; information and computer sciences and the social sciences with particular 
emphasis in public policy studies. 

UMGSB capitalizes on its proximity to Annapolis and Washington for the 
area's wealth of commercial, cultural, industrial and technological resources and 
actively seeks collaborative efforts and partnerships with government health, sci- 
ence and social service agencies as well as with biotechnology manufacturers and 
other businesses and industries. 

A university shuttlebus regularly transports students between the two campuses. 

The Graduate School offers the MA, MS, MPS, MFA and PhD degrees, and an 
advanced certificate in policy sciences. There are also several unique ventures of 
joint, graduate and professional degree programs such as the MD/PhD, MPS/JD 
and MS/DDS. A partial listing of related graduate programs includes: 




Applied Physics 



Biological Sciences 



Biological Chemistry 






Emergency Health Service 


Epidemiology and Preventive 




Human Genetics 



Medical and Research Technology 


Microbiology and Immunology 



Molecular and Cell Biology 


Operations Analysis 



Pathology (Medical) 



Forensic Toxicology 


Pharmacology and Experimental Therapeutics 






The level of funding for research has risen dramatically in recent years, partic- 
ularly in medical and health sciences. Major contributors to UMGSB research 
interests include: National Institutes of Health, National Aeronautics and Space 
Administration, National Science Foundation, Veteran's Administration, 
Department of Education, Health & Human Services and agencies of the State of 

46 School of Medicine 

The Graduate School is also committed to creating and adapting new tech- 
nologies for commercial use. The goal of its office of technology development 
(OTD) is to promote university inventions and innovations jointly with industry 
for the public good. OTD evaluates, protects, markets and manages UMAB's intel- 
lectual property and serves as a gateway to business and industry to promote eco- 
nomic development. 

Graduate School applications and catalogs may be obtained by contacting: 

The University of Maryland Graduate School, Baltimore 
5 1 1 West Lombard Street 
Baltimore, Maryland 21201 


The office of graduate medical education coordinates and assists in the adminis- 
tration of University of Maryland's programs of resident education and training. 
The activities of the office include organizing the accreditation process of residency 
programs, coordinating the National Resident Matching Program, developing cen- 
tral databases on residents and training programs and serving as institutional liai- 
son for addressing residents' concerns, problems and policies. 

Graduate medical education training for residents and fellows is offered in a 
variety of clinical sites. The majority of clinical training occurs at the University or 
Maryland Medical System, the Baltimore Veterans Affairs Medical Center and 
Mercy Medical Center. A network of affiliated community hospitals and ambula- 
tory care centers with significant commitment to the importance of a teaching envi- 
ronment provides much of the variety and depth offered to residents and fellows. 

Programs are accredited by the Accreditation Council for Graduate Medical 
Education (ACGME) comprised of the following member organizations: Ameri- 
can Board of Medical Specialties, American Hospital Association, American Med- 
ical Association, Association of American Medical Colleges and the Council of 
Medical Specialty Societies. 

Residency positions are filled through the National Resident Matching Pro- 
gram. Participating in the Match are the following programs: preliminary programs 
in medicine and surgery; categorical programs in diagnostic radiology, emergency 
medicine, family practice, general surgery, internal medicine, combined program 
in internal medicine/pediatrics, neurology, obstetrics and gynecology, orthopaedic 
surgery, pathology, pediatrics, combined program in pediatrics/emergency medi- 
cine, and psychiatry; advanced programs in anesthesiology, diagnostic radiology 
and radiation oncology. 

Resident and/or fellowship positions are available in the following specialty a\i<.\ 
subspecialty areas: 

Department oi Anesthesiology: anesthesiology, critical care, pain management 
Department ol Dermatology dermatology 

Program of Study 47 

Department of Diagnostic Radiology: thoracic radiology, computed body tomog- 
raphy/ultrasonography/MRI, interventional and vascular radiology, neuroradi- 
ology, critical care trauma, musculoskeletal radiology, nuclear medicine 

Department of Epidemiology and Preventive Medicine: preventive medicine 

Department of Family Medicine: family practice 

Department of Medicine: internal medicine, cardiology, endocrinology, gastroen- 
terology, geriatrics, geographic medicine, hematology/oncology, hypertension, 
infectious diseases, nephrology, pulmonary and critical care medicine, rheuma- 
tology, combined program in internal medicine/pediatrics 

Department of Neurology: neurology, neurophysiology and epilepsy, electromyo- 
graphy and neuromuscular, stroke, neurologic rehabilitation, neurophysiology 
and neuroimmunology 

Department of Obstetrics and Gynecology: obstetrics and gynecology, reproduc- 
tive endocrinology, maternal fetal medicine, genetics, and family planning 

Department of Ophthalmology: ophthalmology, glaucoma, pediatric ophthal- 

Department of Pathology: anatomic/clinical pathology, anatomic pathology, clin- 
ical pathology, neuropathology, immunopathology, forensic pathology 

Department of Pediatrics: pediatrics, adolescent medicine, behavioral and devel- 
opmental, critical care, endocrinology, infectious diseases and tropical pedi- 
atrics, neonatology, gastroenterology and nutrition, human genetics, combined 
programs in internal medicine/pediatrics and pediatrics/emergency medicine, 
and pediatric medicine 

Department of Psychiatry: psychiatry, child and adolescent psychiatry, geriatric 

Department of Radiation Oncology: radiation therapy 

Department of Surgery: general surgery, neurosurgery, orthopaedic surgery, oto- 
laryngology and head & neck surgery, thoracic and cardiovascular surgery, urol- 
ogy, emergency medicine, pediatric surgery, plastic and reconstructive surgery, 
surgical critical care and combined program in pediatrics/emergency medicine 

Correspondence, applications and residency inquiries should be addressed to 
the chairperson of the respective department or program in care of: 

University of Maryland Medical System 
22 South Greene Street 
Baltimore, Maryland 21201 


The Program of Continuing Education (PCE) of the University of Maryland 
School of Medicine is accredited by the Accreditation Council for Continuing 
Medical Education (ACCME) and provides a wide array of continuing medical 
education (CME) activities. These educational activities assist physicians in the 
maintenance and enhancement of their clinical competence in order to promote 

48 School of Medicine 

high qua! it\ r health care for the citizens of Maryland and elsewhere. To assure clin- 
ical relevance, activities are designed on the basis of identified educational needs of 
practicing physicians. 

The primary target audience for PCE sponsored educational activities are physi- 
cians in Maryland and the mid-Atlantic region. Some educational activities, 
because of their highly specialized nature, are designed for presentation in both 
national and international settings. 

CME offerings consist of courses (one-half to five days in length), "hands on" 
workshops, enduring materials (self study programs), and a complex array of clin- 
ical departmental and division rounds and conferences. Also included are the Vis- 
iting Professor Program — an arrangement which enables clinical faculty' to make 
presentations at subscribing hospitals throughout Maryland and an extensive series 
of outreach programs conducted in coordination with the University Physicians 
Consultation and Referral Service. Opportunities for interaction between atten- 
dees and presenters are part of all CME activities. 

The CME Program is administered by the Assistant Dean for CME and a full- 
time staff, with the assistance of a faculty advisor)' committee. For further infor- 
mation please contact: 

Program of Continuing Education 
University of Maryland School of Medicine 
655 West Baltimore Street 
Baltimore, Maryland 21201 

Program of Study 49 



The office of medical education serves all departments of the medical school as a 
consultative by: 

• Providing multi-media systems design and hardware installation. 

• Providing faculty development through instructional techniques, design and 

• Providing educational resources including audiovisual aids, instructional video- 
tapes and computer software programs. 

• Developing and implementing computer-based instructional systems. 

• Assisting in the development of special educational programs. 

• Assisting in curriculum development and evaluation of curricular programs. 

• Providing evaluation of instructional systems and techniques. 

• Providing for the operation and maintenance of the Dr. Irving J. Taylor Learn- 
ing Resources Center, the Clinical Media Library and three student computer 

• Providing audiovisual support services for lecture halls, small group classrooms 
and special events. 

• Providing individual and group tutorials, mock examinations and study skills 

• Providing research in medical education, instructional design, evaluative tech- 
niques and educational technology. 

• Producing and distributing videotaped programs for local, regional and national 

• Consulting with faculty and staff of the medical school, as well as the other 
UMAB schools in all areas of media production. 

• Providing classroom scheduling. 
50 School of Medicine 

• Coordinating library facilities to include the storage and retrieval of all non- 
printed educational material and software; operation and maintenance of the Irv- 
ing J. Taylor Learning Resources Center, the Clinical Media Library and 
Computer Learning Center. 

The office of medical education sponsors academic support services and pro- 
vides access to several resource facilities. These services are administered by the 
director of academic development. 

Prematriculation Summer Program (PSP): This program provides an 
academic orientation to the medical curriculum to facilitate a smooth transition 
from undergraduate education to medical school. This six-week program includes 
classes and laboratories that represent the first year basic science courses and has 
Problem-Based Learning exercises and learning skills workshops with written and 
practical laboratory exams. Classes are taught by seven second-year medical stu- 
dents who participate in an intensive one-week teacher training program. Faculty 
mentors advise tutor/teachers regarding course content and resources. Enrollment 
is voluntary; full participation of enrolled students is mandatory. Up to 20 enter- 
ing freshmen may participate. 

Prematriculation Workshop: The purpose is to provide an academic orien- 
tation to the medical curriculum for all entering freshmen students. This program 
is a half-day learning skills workshop presented during the early part of the fall 
semester. Attendance is voluntary. 

Academic Monitoring: The purpose is to identify and contact first- and sec- 
ond-year medical students who show (a) poor academic performance — to improve 
their current course performance through appropriate intervention; and (b) suc- 
cessful performance — to identify potential tutors. Contact with students is initi- 
ated as soon as possible following each examination. 

Academic Counseling: The purpose is to identify problems contributing to 
poor academic performance, and to recommend appropriate resources for correc- 
tive or supportive action to improve academic performance. Direct support regard- 
ing learning skills, time-management, exam-taking and referral to other 
appropriate university services and offices are part of the program. All enrolled 
medical students are eligible to participate. 

Peer Tutoring: The purpose of this service Is to provide tutorial assistance for 
first- and second-year medical students to improve academic performance in bask 
science courses, overall retention rate and, ultimately, performance on licensure 
examinations. Medical student tutors provide individual and group tutorials at no 
( osi to students. Tutors are approved by faculty and participate in a tutor training 


Board Preparation: The purpose of this activity is to provide structured review 
activities to improve performance on the USMLE Step 1 Exam. Workshops on 
strategies for preparing for the USMLE and a half-day practice exam to set priori- 
ties for review are offered. Participants are enrolled medical students eligible to sit 
for the Step 1 Exam. 

Irving J. Taylor Learning Resources Center and Clinical Media 
Library: The Irving J. Taylor basic sciences media library provides students with 
access to many self-instructional materials including videotapes, slide-tapes, com- 
puter-assisted instruction, lecture tapes and reference books. A clinical media 
library, located in the new Veterans Affairs Hospital library facility, houses materi- 
als similar to those of the Irving J. Taylor Learning Resources Center, but with a 
clinical orientation. 

Student Computer Facilities: The office of medical education is responsible 
for the operation of two student microcomputer facilities: the Computer Learning 
Center and the Apple Macintosh laboratory. Both of these facilities are part of the 
Irving J. Taylor Learning Resources Center and are located adjacent to each other 
on the second floor of the MSTF building. The Computer Learning Center 
(CLC), located in the Medical School Teaching Facility, is a 20-station MS-DOS 
microcomputer lab. A new 20-station Apple Macintosh Student Computer Lab- 
oratory is located adjacent to the CLC. Both of these facilities are available for class- 
room and individual student use. A wide range of medically- related software and 
review questions are available, in addition to word processing and other general 
purpose software. 

The office of medical education also provides illustrative and photographic ser- 

Illustration: Services include comprehensive renderings of surgical and clinical 
techniques, anatomical renderings, statistical charts and other graphic representa- 
tions. Additional service includes comprehensive design and finishing of flyers, 
brochures, programs and posters; and layout and paste-up for offset printing and 
photographic copying. In addition, they design displays and exhibits. 

Photography: Services include photographic copying of flat material such as 
written matter, x-rays, laboratory tracings and data; photography of specimens, 
equipment set-ups, surgical, clinical and laboratory activities; and portraits for 
school-related purposes. The photography laboratory also handles slide duplication 
and motion picture photography, and acts as a collection station for commercial 
processing of color photography. Computer-developed color slides are a major area 
of service. 

52 School of Medicine 


Distinguished as the first library established by a medical school in the United 
States, the Health Sciences Library is a recognized leader in state-of-the art infor- 
mation technology. The Health Sciences Library also serves as the regional medical 
library for 10 southeastern states, the District of Columbia, Puerto Rico and the 
Virgin Islands, as part of the biomedical information network of the National 
Library of Medicine. 

Serving all schools on campus and UMMS, the library contains more than 
300,000 volumes, including 2,900 current journal titles, and is ranked in size 
among the top 25 health sciences libraries in the country. 

The library provides access to a number of electronic resources which include 
an online catalog and several databases. These resources can be accessed in the 
library or from home, office or computer lab. Some of these resources include: 

CD-ROM LAN — Available in the Health Sciences Library and through the cam- 
pus network, the LAN contains the following databases: IPA (International Phar- 
maceutical Abstracts), Bioethicsline, HAPI (Health and Psychosocial 
Instruments), PsycLIT (database of psychological literature from the last 17 years), 
CINAHL (Cumulative Index to Nursing and Allied Health Literature), SWAB 
(social work abstracts), MicroCat (Maryland Union List of book/journal materi- 
als), Computer Select (information, including full-text of articles, concerning 
computers), VICTOR (University of Maryland online catalog) and Books in Print. 

HSL Current Contents — Recent citations from sections of the print Current 
Contents publications (Life Sciences, Clinical Medicine and Social and Behavioral 

MaryMed Plus — User-friendly access to the full Medline database. It is available 
for use in the library, through dial-in or over the campus network. Free passwords 
are available for students. 

Micromedex CCIS — The Current Clinical Information Service provides full- 
text drug and clinical care information. This database is available in the Health Sci- 
ences Library and through dial-in or network access across the campus. 

In addition to print and non-print resources, the Health Sciences Library otters 
a number of services including: 

Mediated Searching Service — Working with users, database searches arc 
conducted by trained information specialists who have access to over 200 databases. 

Education and Training — A series ot seminars And workshops .ire ottered 

throughout the year to provide training on subjects ranging from bask computer 

skills, to database searching to the Internet. 1 1S1 Stafl also support the integration 
of information management skills into the curriculum and work closel) with fac 

Resources 53 

ulty and schools on specialized projects such as the School of Medicine's Infor- 
matics Week. 

Consultations — An information specialist can work with individuals to deter- 
mine which services best meet research and information needs. 

In addition to these specialized services, faculty, staff and students have bor- 
rowing privileges throughout the University of Maryland System with a valid ID. 
The library's interlibrary loan service can acquire materials from other locations 
when they may not be available at the HSL. 


Computing support for faculty, staff and students is provided for microcomputer, 
workstation and mainframe computer users by Academic Computing/Health 
Informatics (ACHI) and by the Computing and Instructional Development Ser- 
vices (CIDS). Both are units of UMAB's Information Services (IS). CIDS is part 
of the Health Sciences Library's (HSL) Information and Instructional Services. 

UMAB students and faculty are able to use IS resources at each step in their 
research, learning, and teaching; this may include data collection, results analysis and 
document preparation, including desktop publishing, color printing and prepara- 
tion of overheads or color slides. Free electronic mail accounts on UMABnet enable 
the UMAB community to exchange notes, files and documents with others at the 
university and internationally via either BITNET or Internet. Call 6-6 1 43 for a reg- 
istration form. Access to many campus information sources and the Internet is pro- 
vided through UMABnet (campus gopher and World-Wide Web servers, Usenet 
news, and access to electronic mailing lists). Microcomputers are located in several 
Technology Assisted Learning (TAL) centers and in user areas in both the IS build- 
ing (100 N. Greene Street) and the HSL (111 South Greene Street). Centrally 
located systems in IS and HSL are accessible via the campus ethernet and by dial-up 
modems from either office or home. TAL Centers are available for use by the cam- 
pus community and for application program training. 

CIDS and ACHI support training that ranges from microcomputer literacy and 
microcomputer boot camp through more advanced classes for word processing, 
graphics, desktop publishing, multimedia and statistical application programs. 
Training for access to the Internet, network resources, and e-mail packages is also 
available. For information, call 706-HELP. 


The Medical Alumni Association has served all graduates, students, faculty and staff 
affiliated with the School of Medicine since 1875. 

Located in Davidge Hall, 522 West Lombard Street, the Medical Alumni Asso- 
ciation office is open weekdays. Among its many activities, the association coordi- 

54 School of Medicine 

nates the annual Reunion weekend, publishes the quarterly Bulletin and sponsors 
an annual social event for each medical school class. 

Since the association inaugurated the Annual Giving Drive in 1978, lectures, 
scholarships and student loans funded by alumni contributions have enriched the 
programs and goals of the School of Medicine on a daily basis. 


Recognizing the importance of providing excellent clinical experiences with stim- 
ulating faculty and mentors, the School of Medicine has developed a comprehen- 
sive network of affiliations designed to encompass the continuum of medical care 
including ambulatory, acute hospital, home care, rehabilitation and chronic care. 
In all programs medical students are trained by and fully supervised by School of 
Medicine, University of Maryland at Baltimore faculty. 

Over the past five years a significant effort to coordinate, expand and improve 
the ambulatory care experience has resulted in an extensive ambulatory care net- 
work of opportunities. Clinical experiences are offered in multi-disciplinary teach- 
ing clinics, faculty practices, community clinics, private practices and 
hospital-based ambulatory care programs. Model geriatric clinical education pro- 
grams, designed at three facilities with large cohorts of elderly patients, serve as 
stimulating educational experiences where computer-assisted learning augments 
the faculty preceptor patient experience. 

Academic tertiary care experience, demonstrating state-of-the-art technology 
and ongoing exciting clinical research, is offered at the three major affiliates: the 
University of Maryland Medical System, the Baltimore VA Medical Center and 
Mercy Medical Center. Additionally, community hospitals with major commit- 
ments to the importance of a teaching environment serve as outstanding opportu- 
nities for primary and secondary health experiences. 

A successful network of community, state and federal psychiatric facilities has 
resulted in a widely acclaimed statewide program for psychiatry training. Special 
clinical research experience in psychiatry is additionally offered at the Institute of 
Psychiatry and Human Behavior and at the Perry Point VA Medical Center. 

Experience in rehabilitation, home care and chronic medical care is offered 
through several facilities, each offering special aspects of expertise for those who 
wish to pursue psychiatry, neuro-rehabilitation and geriatrics. 

The following sites have formal affiliations with the School of Medicine: Balti- 
more Veterans Affairs Medical Center, Walter P. Carter Center, Children's 
National Medical Center (Washington), Deacon Medical C 'enter, Franklin Square 
I [ospital, ( ireater Baltimore Medical Center, Harbor 1 lospital C 'enter, Johns 1 lop- 
kins Hospital, James 1 awrence Kernan 1 lospital, Johns 1 lopkins Bay\ iew Medical 
Center, Maryland General Hospital, Mercy Medical ( lenter, Montebello Rehabil- 
itation Center, National Orthopaedic 1 lospital, St. Agnes I lospital, Sinai 1 lospi 
cal of Baltimore, Sheppard and 1 nodi Prati I [ospital, Springfield 1 lospital ( !enter, 
Spring Grove 1 lospital ( fencer, Union Memorial 1 [ospital, University oi Maryland 

Resources 55 

Medical System (includes Shock Trauma and Cancer Center), Western Maryland 
Area Health Education Center (AHEC) and York Hospital (PA). 


The University of Maryland Medical System is a private, nonprofit institution 
comprised of the University Hospital, the University of Maryland Cancer Center, 
the R Adams Cowley Shock Trauma Center and the Institute of Psychiatry and 
Human Behavior. Established in July 1984, the hospital was previously an agency 
of the state of Maryland. The medical system is the primary clinical setting for the 
School of Medicine. It is dedicated to providing exemplary health care for the peo- 
ple of Maryland, to preparing students and physicians-in-training for the practice 
of medicine and the allied health professions, and to carrying out research to 
improve the quality of health care. 

Since its founding in 1823, the hospital has become a major tertiary care refer- 
ral center that offers the full range of specialized medical and surgical services. In 
recent years, as the number of health care facilities in urban centers has decreased, 
the medical system has assumed increasing responsibility for its surrounding com- 
munity. As a result, more than 100,000 city residents look to the University of 
Maryland Medical System as their primary source of health care. 

The 747-bed hospital is one of the nation's busiest. In one year, it records 
approximately 23,000 inpatient admissions, 150,000 outpatient visits, nearly 
40,000 emergency room visits and 2,000 births. Every day, nearly 5,000 people 
pass through the hospital's doors. The senior medical staff — more than 600 physi- 
cians — is comprised of the clinical faculty of the School of Medicine who supervise 
training of the more than 400 graduate physician house staff as well as the medical 

Because of its combined professional and academic environment, many out- 
standing treatment programs and research facilities have been developed at the 
medical center. The R Adams Cowley Shock Trauma Center the University of 
Maryland Cancer Center are two prime examples. 

The R Adams Cowley Shock Trauma Center, linked with the statewide network 
of emergency communications, transportation and medical care facilities, is second 
to none. It provides high-speed emergency service to nearly 3,000 critically injured 
persons each year — the most severe multiple trauma cases in the state — with an 
impressive 92 percent survival rate. A heliport on the roof of the $44 million R 
Adams Cowley Shock Trauma Center facilitates rapid transport of the most 
severely injured and acutely ill patients. 

In the Cancer Center, collaboration between research scientists and research 
clinicians has resulted in notable efforts in treating breast, lung and blood-related 
cancers. It was at the Cancer Center that researchers pioneered the freezing of a 
leukemia patient's own platelets for later use during relapses. The center's physi- 
cians work closely with other oncology programs within the hospital, tailoring the 
balance among surgery, radiation and anticancer drugs for each patient's optimal 
treatment plan. A bone marrow transplant service is also available. 

56 School of Medicine 

The hospital's intensive care units serve seven medical specialties. Its neonatal 
intensive care nursery serves critically ill newborns airlifted from points through- 
out Maryland. 

An organ transplant service offers the latest surgical techniques for patients suf- 
fering from kidney, heart and pancreatic diseases, and is the only program in Mary- 
land offering pancreas/kidney transplants and lung transplants. The hospital 
recently installed new cardiovascular laboratories that support the state's compre- 
hensive cardiology program for children and adults. The Stroke Data Bank, part of 
the medical system's Stroke Center, is one of only four in the United States. The 
institution's neurosurgery division has attracted national attention for its innova- 
tive techniques used in the treatment of brain tumors. A Gammaknife Center 
allows patients with inoperable brain tumors a new chance for survival. The high- 
risk pregnancy, multiple sclerosis and magnetic resonance imaging centers offer the 
most advanced technology possible. 

Coexistent with these technologies is the system's commitment to providing 
excellent primary care as well as specialized medical care. This is demonstrated by 
the presence, since 1984, of University Health Center, an ambulatory care facility 
that incorporates family practice, general adult medicine and several specialty ser- 
vices. It is located one block from the hospital. Ambulatory care also is provided in 
the hospital by separate emergency units for children and adults. 

The University of Maryland Medical System has grown both professionally and 
physically over the years. Today, through partnerships with the University of Mary- 
land at Baltimore's professional schools, it is the training site for pharmacists, social 
workers, dentists, nurses and other health professionals and technicians. This inter- 
professional environment is a unique and valued characteristic of the University of 
Maryland Medical System. 


The new Baltimore VA Medical Center, which opened January 24, 1 993, is a 28 1 - 
bed acute medical and surgical care facility adjacent to the University of Maryland 
Medical Center. Designed to additionally support a large outpatient program with 
extensive primary care as well as subspecialty experiences and ambulator)- surgery, 
the new Baltimore VA Medical Center has been designed as a flagship facility. The 
medical center houses the first Radiology Service in the nation to offer a completely 
filmless program, made possible by new advances in computer archiving and digi- 
tal processing of images. Diagnostic quality radiographs are available on over SO 
monitors throughout the medical center, providing improved patient (.are and 
expanded opportunities for student and house staff education. 

A fully computerized patient information system, including bedside terminals, 
allows for ease of patient care and reduced nonproductive time for students. 1 he 
system allows instantaneous clinical queries tor clinical research and continuous 
improvement in quality of patient care. Major increases in support staff assigned to 
house staff teams has resulted in decreased "scut" work activities for students and 

Resources 57 

residents, as support staff is more frequently available for routine phlebotomy, 
intravenous line adjustments, escort services and clerical support services. A major 
reconfiguration of nursing and support staff combined with computer designed 
programs has increased the efficiency of the medical care process so that students, 
house staff and faculty can better spend their time on direct rather than indirect 
patient care, and on stimulating educational and clinical research areas rather than 
on cumbersome support delivery problems. 

In the disciplines of medicine, surgery, psychiatry, neurology, anesthesiology, 
pathology, radiology, rehabilitation medicine, geriatrics and ambulatory care, there 
is close integration of the faculty, resident and undergraduate levels of the School 
of Medicine. More than 40 investigators have funded research programs in areas 
including infectious disease, geriatrics exercise physiology, cardiology, immunol- 
ogy, neurology, oncology and schizophrenia. 


One of the University of Maryland at Baltimore's commitments to improving 
health care and delivery programs in primary care is the Area Health Education 
Center (AHEC) program. 

The AHEC program has been developed to provide a comprehensive health care 
education program for undergraduate and graduate medical students, as well as for 
students from the other UMAB professional schools. AHECs are multiple health 
education and training centers that attract students, interns and residents to the sev- 
eral geographic areas, thereby attracting increased numbers of practicing physi- 
cians, encouraging development of health care facilities, providing for the training 
of additional numbers of allied health care professionals and increasing capabilities 
for the existing program of graduate and continuing medical education and health 

There are two centers associated with the University of Maryland at Baltimore. 
The first center, in operation since 1976, is located in Cumberland, a rural com- 
munity in Western Maryland. In July 1 995 a second center opened in Cambridge, 
with headquarters on the grounds of the Eastern Shore Hospital Center. Both pro- 
grams afford students the opportunity to understand and experience the valuable 
and rewarding benefits of delivering primary health care in a rural environment. 

It is a matter of school policy that students are required to spend eight weeks of 
their senior year in clinical education at an ambulatory site. Some students elect to 
spend this mandatory rotation at these rural sites. In addition, senior medical stu- 
dents may choose a rotation at either AHEC site as an elective in primary care. These 
experiences are designed to encourage students to consider practice in similar set- 
tings and to gain a firm appreciation of the special health needs of rural populations. 

58 School of Medicine 

Student Life 


The office of student affairs is designed to provide guidance, advice, help and 
administrative services to students enrolled in medicine. In addition, the office is 
responsible for monitoring student registration, progress and advancement, grad- 
uation and all aspects of student life related to undergraduate medical education. 
To this end, the office employs one full-time associate dean, two part-time assis- 
tant deans and support staff. 

While the entire staff is available to offer assistance to all students, some staff 
members also assume a specialty area within their overall functions. These specialty 
areas include senior elective advising, student fellowships, national residency pro- 
grams advising, counseling and administration of the Vertical Advisor)- System. 

Office of Minority Affairs. The office of minority affairs coordinates a number 
of enrichment programs for high school and college underrepresented minority 
students which are designed to increase the number of these students entering the 
medical profession. 

The School of Medicine is firmly committed to significantly increasing the 
number of underrepresented minority students and faculty. In place are strong out- 
reach, recruitment and retention programs to attract and graduate minority stu- 
dents who are African-Americans, Native Americans, mainland Puerto Ricans and 
Mexican-Americans. The school is actively involved in the Association of Ameri- 
can Medical Colleges' Project 3,000 by 2000, which is designed to increase the 
number of underrepresented minority medical students in all U.S. medical schools 
to 3,000 by the year 2000. Recruitment and academic enrichment activities arc 
provided for students at the high school, undergraduate and medical school Levels. 

The office of minority affairs works cooperatively with the offices of admissions, 
academic development and financial aid and entities in the University of Maryland 
Medical System to earn' out this mission. Activities include information dissemi- 
nation to all segments of the public, paid summer research preceptorslups And vol- 
unteer opportunities at the School of Medicine and University of Man land 
Medical System. In addition, the office also assists in the schools minority faculty 
development program and community outreach efforts that oiler exposure to 
health-related and research-oriented career opportunities. 

For additional information about enhancement programs contact: 

Dr. Robert L Harrelljr. 

Office of Student Research & Minority Affairs 

School of Medicine, University of Maryland at Baltimore 

655 West Baltimore .Street 

Baltimore, Maryland 21201 


Student Life 59 

Electives. There is no elective requirement during the pre-clinical years although 
many faculty members offer elective experiences. Offerings may include such 
diverse topics as cardiovascular pathology, medical rehabilitation, human nutri- 
tion, alcohol and drug abuse and many research projects. Some electives may have 
prerequisites and be open only to sophomores. The office of student affairs com- 
piles course offerings, schedules courses and changes of electives, and provides for 
both evaluation of a student's performance during electives and evaluation of the 
elective courses taken. 

Residency Planning. The office maintains a residency advisement program that 
includes counseling, referral to faculty, alumni and community resources and 
workshops on residency selection provided during the junior year. Recent gradu- 
ates are surveyed annually so that feedback from a number of residency programs 
of interest to graduates is kept as current as possible. 

Vertical Advisory System. At the beginning of the freshman year students are 
assigned two faculty advisors. Generally, one of the advisors is in the basic sciences 
and at least one is a physician. Each pair of advisors is usually assigned three or four 
incoming students per year with the intention that the relationship will continue 
through the four years of medical school. The advisory system provides a helpful, 
ongoing interchange concerning academic, social, personal and career problems 
and opportunities. 

Human Dimensions in Medical Education (HDME). The HDME Pro- 
gram provides opportunities for informal activities among students and faculty out- 
side the classroom setting. These range from social gatherings to small group 
discussions of concerns and feelings related to the personal and professional aspects 
of medical education and practice. 

Students may elect to participate in the HDME Program at any point in their 
medical school career. Many enter the program by attending the prefreshman ori- 
entation retreat held in late August. The retreat is attended by students from all lev- 
els of training, faculty members and, in many cases, spouses or close friends. Thus, 
participants are provided an opportunity to get acquainted in an informal and inti- 
mate off-campus setting. Much of the time at the retreat is spent in intensive small 
group sessions. Topics of discussion are determined in each group, but typically 
include adjustment to medical school, the impact of a medical career on domestic 
life and the problem of setting priorities among various professional and personal 
demands. Recreational activities also are included in the four-day experience. 

Students in the HDME Program also participate in the Vertical Advisory Sys- 
tem (see office of student affairs), but normally are assigned faculty advisors within 
the HDME program. 

H DM E was conceived at The Center for the Study of the Person in Lajolla, Cal- 
ifornia. The program is planned and operated locally by student-faculty commit- 
tees. One goal of the program is to provide an environment in which students and 
faculty advisors can develop a bond during the four years of medical school. 
Another desired outcome is the development of effective communication and lis- 

60 School of Medicine 

tening skills that will enable medical students, house officers and faculty members 
to become better health care providers. 

Family & Friends' Day. Usually in mid-fall, freshman students are asked to 
notify the office of student affairs of two or three people they would like to have 
invited to Family & Friends' Day — generally, parents or partners. Following a con- 
tinental breakfast, those attending hear presentations from the dean, the associate 
deans for student affairs and medical education, and senior faculty members rep- 
resenting some of the major medical specialties. Upperclass students give their ver- 
sions of life in the preclinical and clinical years, and a student-spouse discusses 
medical school from the viewpoint of a "significant other." There is time for infor- 
mal discussion with the presenters and other members of the faculty, and the morn- 
ing ends with a tour of Davidge Hall. Family members often travel substantial 
distances for this event and it provides an opportune time to show them around 
campus and the Baltimore area during the afternoon. 


The Student Council is the organization recognized by the medical school admin- 
istration as the official representative body of the registered students at the School 
of Medicine. Council duties include disbursing student activities funds according 
to the needs of its members and coordinating student input in institutional admin- 
istrative policy decisions. Student Council officers serve as student representatives 
to national meetings of organizations that guide national educational and medical 
policies. The council also conducts elections of all class officers. 


Alpha Omega Alpha (AOA). Alpha Omega Alpha, the national medical 
honor society, has a chapter at Maryland comprised of students who are elected to 
membership at the end of their junior year or beginning of their senior year. Elec- 
tion to AOA is based on scholastic achievement, service to the school, qualities of 
leadership, integrity and fairness to colleagues. Members coordinate programs and 
lectures with the goal of furthering academic interest and curiosity. Programs of 
recent years have included a lunchrime lecture series on topics in the history of med- 
icine, the Woodward lecture scries, an IIKCj interpretation course and sponsorship 
of a clinical visiting professorship. AOA also sponsors Medical Student Research 
Day and Junior/Senior Night, an orientation for juniors to the matching process. 

American Medical Student Association. The University of Man land 
Chapter of the American Medical Student Association (AMSA Maryland) offers 
energetic and committed students the opportunity to become actively involved 
with a group of dynamic and concerned medical students on both the local And 
national levels. 

Student Life 6 I 

AMSA is the largest independent medical student group in the country with 
30,000 members and thus uniquely promotes the interests of medical students and 
the public health. Health care reform is its focus and AMSA Maryland's focus. 
National AMSA projects include the Generalist Physicians in Training (GPIT) 
Program, the Washington Health Policy Fellowship Program, the Health Promo- 
tion/Disease Prevention (HPDP) Program, annual international health tours, 
occupational health site visits and internships with the legislative affairs director. 
Numerous AMSA Task Forces provide opportunities for every student, with top- 
ics ranging from computers to aging to medical student well-being. 

AMSA is completely student-run, so leadership opportunities abound here in 
the chapter and at the national level. Other than projects, social activities, leader- 
ship and networking opportunities, AMSA benefits include a four-year subscrip- 
tion to the NEW PHYSICIAN, a monthly medical student magazine, discounts 
on medical texts and travel, opportunities to enroll in AMSA's health and life insur- 
ance plans, AMSA student loans (Stafford and HEAL) and access to excellent 
national resources (booklets, videos, people, etc.). 

American Medical Women's Association (AMWA) Student Branch. 

The AMWA Student Branch at the University of Maryland is a dynamic group 
responsive to the needs of the female medical student. While its first commitment 
remains to provide support and promote friendship among students, faculty and 
physicians, AMWA also provides a network where students can meet and discuss 
issues such as lifestyles in medicine, career choices, health and political issues 
important to women and the student body at-large. Local activities include potluck 
dinners where special guest speakers address issues, monthly noon-time business 
meetings and get-acquainted gatherings with students and faculty. 

Asian Professional Students Association. The Asian Professional Students 
Association (APSA) was formed by a group of medical students in 1984, and since 
then the association has grown to include members of other schools at UMAB. The 
APSA is open to all students, teaching staff and employees, regardless of race, cul- 
tural background, sex or country of origin. The goals of the association are to 
encourage dialogue among fellow students of different cultural backgrounds and 
to provide a platform for those who appreciate Asian culture. APSA also sponsors 
educational and social activities for its members and friends. 

Big Sib Program. Each year interested upperclassmen (usually sophomores) 
"adopt" at least one entering freshman as a little sib. Newly admitted students 
receive correspondence from their fellow big brothers/sisters during the summer 
prior to their entry. Supported by the office of admissions, the program is spon- 
sored by students and is intended to provide a platform for entering students to 
address their questions and concerns to fellow students who have experienced "life 
as a medical student." 

62 School of Medicine 

Bioethics Club. The Bioethics Club was formed in 1 995 to explore ethical issues 
faced by students and physicians in the medical world. Led by the editor of the Uni- 
versity of Maryland Medical System's publication Health Care Ethics, and member 
of the hospital's Ethics Review Committee, the group actively reviews and discusses 
actual cases concerning moral and ethical issues related to particular situations and 
new legislative rulings. Students have the opportunity to attend meetings between 
patients, their families, physicians and review committee members and observe the 
often difficult process of making decisions concerning what course of intervention 
and care is appropriate for each patient. 

Christian Medical Society. The Christian Medical Society (CMS) is a local 
chapter of a national organization that exists to provide support and encourage- 
ment to Christian medical students and physicians and to promote Christian prac- 
tices and ideals within the medical community. The group meets in the evening 
once a week for fellowship, prayer and discussion. A meal is shared every third week. 
Discussion topics for the meetings include bible study, short-term missions, ethics, 
Christian family life within the medical profession and evangelism. In addition, the 
CMS provides volunteers to help staff the Baltimore Rescue Mission, which gives 
medical aid to the homeless. 

Family Practice Interest Group. The Family Practice Interest Group is spon- 
sored by the Maryland Academy of Family Physicians and the Department of Fam- 
ily Medicine. Membership fees are paid by the Maryland Academy and members 
receive monthly professional journals free of charge. Monthly meetings are held 
during which students have the opportunity to meet practicing family physicians. 
These meetings are usually informal talks focusing on subjects relevant to family 
practice not covered in the academic curriculum. The group also encourages stu- 
dent leadership at state and national levels. 

Gertrude Stein Medical Society. The Gertrude Stein Medical Society is a 
group of medical students whose goal is to foster support among gay and lesbian 
students and to encourage interaction and education among all students at the uni- 
versity. The group seeks to help other students and faculty understand the special 
needs of the gay and lesbian community through education and community ser- 
vice. The group meets bimonthly with potluck dinners and other social events. 

Human Dimensions in Medical Education (HDME). The Human 
I )imensions in Medical Education (HDMF) Program sponsors a (bur-day, preori- 
entation retreat in Western Maryland each August for incoming freshmen that is 
run jointly by upperciass students and (acuity members. The retreat enables incom- 
ing students to get to know each oilier and their advisors in an informal setting — 
prior to the "downtown" student orientation. Each student is assigned to a small 
group of entering freshmen and Upperciass students led by one or both ot the t.u 
ulty members who will serve as the student's advisors for the duration of medical 
school. Emphasis is placed on meeting others as people, apart from traditional "pro 
fessor/medical student" roles. Spouses and "significant others" of students and rac- 

Student Life 63 

ulty are welcome. They, too, are assigned to small groups. In addition to small 
group meetings, retreat participants spend time together at meals, parties and at 
evening events. Unscheduled afternoons may be spent enjoying waterskiing, horse- 
back riding, hiking, golfing, swimming and playing in the nearby waterfall. 

Jewish Medical Student Organization. The Jewish Medical Student Asso- 
ciation encourages all medical students, regardless of specific affiliation (i.e., ortho- 
dox, conservative, reform or non-Jewish) to join and participate in the group's 
activities. The association works closely with the Jewish Community Center's 
Office for Graduate Studies, which provides sponsorship for many of its activities, 
including Friday night dinners, talks on Jewish medical ethics and the building of 
a sukkah. The association also works with other schools on campus and in the Bal- 
timore area to plan joint activities. 

Maryland State Medical Student Association. The Maryland State Med- 
ical Student Association (MSMSA) is a component of the Medical and Chirurgi- 
cal Society (Med-Chi) of the state of Maryland, which is a state component of the 
American Medical Association. MSMSA is involved in issues of health care, med- 
ical education and peer review, especially in the state of Maryland. MSMSA and 
AMA memberships are usually solicited together, and membership benefits include 
subscriptions to the Maryland Medical Journal and AMA News. MSMSA provides 
active student representation in Med-Chi and the AMA. 

Organization of Student Representatives. The Association of American 
Medical Colleges (AAMC) was founded over 100 years ago to improve the quality 
of American medical education. It now includes membership of 126 medical 
schools, 85 academic societies such as the American College of Physicians and 435 
teaching hospitals. It maintains numerous data sources available to its members and 
works cooperatively with other medical organizations such as the American Med- 
ical Association. It provides information and testimony to the U.S. Congress and 
other federal agencies concerning medical and health-related issues. The Organi- 
zation of Student Representatives (OSR), the AAMC's student voice, is composed 
of one student representative from each participating medical school. OSR mem- 
bers gather at an annual meeting each autumn to discuss matters of concern to the 
nation's medical students and to elect an Administrative Board. The 12-member 
Administrative Board meets quarterly with the boards of other AAMC Councils to 
formulate AAMC programs and policies reflecting student views. OSR business is 
also conducted at regional spring meetings. The OSR delegate channels AAMC 
information to the student body on medical education issues such as curriculum 
changes, the residency match and student indebtedness. 

The Other Half. The Other Half is a support group open to all interested med- 
ical students and their significant others (i.e., husbands, wives, boyfriends, girl- 
friends). The group's goal is both social and supportive. Maintaining a relationship 
while in medical school can be difficult and knowing other people in the same sit- 
uation can be helpful to both students and their partners. Gatherings such as 

64 School of Medicine 

potluck dinners, wine tasting, and pizza, wine and cheese parties have been popu- 
lar activities. 

Pediatric Pals. Pediatric Pals is a community service organization created by 
medical students for medical students. It provides a convenient, flexible and FUN 
community service organization. Pals visit children who are in the pediatrics ward 
at UMMS either on a weekly basis (1-4 hrs/wk) and/or during monthly parties on 
Saturday/Sunday afternoons. Pals play Nintendo, read books, sing, rock babies or 
just "hang out" and be a friend to scared, sad or lonely children. 

After a brief orientation, a Pal can choose as much or as little a time commit- 
ment as desired. Look for more information when school begins or contact Jen 
Kujawaat 547-1145. 

Student National Medical Association. The University of Maryland Chap- 
ter of the Student National Medical Association (SNMA) is a medical student orga- 
nization that seeks primarily to provide academic and social support for 
underrepresented minority medical students at the University of Maryland at Bal- 
timore. The SNMA organizes study groups, provides valuable course information 
and review material, and facilitates organized discussions between upperclassmen 
and entering students on course requirements and strategies. 

The SNMA also seeks to involve itself in health and educational activities that 
benefit the surrounding community and its youth. In past years the SNMA has 
been involved in tutoring local high school students, health screening programs in 
the community and in presentations informing high school and college students of 
medical school opportunities. In addition, the SNMA has sponsored activities for 
black history month that have included seminars and films. SNMA is active in pro- 
grams that promote greater interaction among underrepresented students, physi- 
cians, faculty and alumni. 


Academic Handbook. The Academic Handbook is the official word on medical 
school policy and life, written by those who run the various programs described — 
administrators, faculty, students. Although the book is prepared through the office 
of student affairs, student participation and feedback contribute significantly to its 

AMSA Directory. With financial support from the office of student affairs and 
the office of admissions, the American Medical Student Association (AMSA) m 
UMAB compiles a student address and telephone directory each tall. The book is 
available to all medical students at no cost. 

Snowdays. Snowdays is a booklet written by the freshman class for entering fresh 
men. 1 )esigned to acquaint students with the I fniversity ol Mar) land at Baltimore 

and surrounding areas mu\ metropolitan Baltimore, it includes information on 

Student Life 65 

housing, eateries and entertainment that would be helpful to people new to the city. 
Snowdays was conceived in the hope of providing freshmen with information that 
might prove useful before starting the school year. 

The Yearbook (Terra Mariae Med/cus). Since 1896 Terra Mariae Medicus 
has provided wide coverage of student life. It is a collection of moments and mem- 
ories from the four years of medical school put together by the members of each 
senior class. Each senior receives a yearbook, the cost of which is included in the 
student activities fee. 


The Committee System. Several committees are actively involved in shaping 
the School of Medicine, particularly the curriculum and other essential aspects of 
medical education, and students have a voice on these committees. The following 
committees/councils include students in their memberships. 

Curriculum Coordinating Committee (CCC) and Subcommittees. 

The task of the Curriculum Coordinating Committee is to continually study and 
evaluate the curriculum and methods of instruction, to make recommendations 
concerning changes and innovations in the curriculum and instructional proce- 
dures, to make a continuing study of the student achievement evaluation process 
and to recommend changes when necessary. In addition, the CCC Subcommittees, 
i.e., Year I, Year II and the Clinical Years Committees, each include two student 
representatives elected by their classmates. 

School of Medicine Council. Through the School of Medicine Council, rep- 
resentatives of the faculty, students, house staff, alumni and affiliated institutions 
and School of Medicine administration participate in the development of school 
policies. In addition, council members hear status reports from committees 
appointed by the dean. These include the reports of the Curriculum Committee, 
the Annual Admissions Report and those of the various search committees. The 
Council meets monthly during the academic year, offering students an excellent 
opportunity to develop an understanding of the issues affecting the operation and 
goals of the medical school. There are approximately 80 voting Council members, 
1 1 of whom are students. 

Judicial Board. Acceptable behavior within the academic community, including 
proper behavior on examinations, falls within the purview of the judicial review sys- 
tem and its functioning body, the Judicial Board. The system and operation of the 
board are defined in the "Statement of E,thical Principles, Judicial Review System 
and By-Laws of the Judicial Board," which is printed in its entirety in the Acade- 
mic Handbook and distributed to incoming freshmen at orientation. 

The board consists of a chairperson appointed by the dean and representatives 
of the faculty and students in the medical school community. Any member of the 

66 School of Medicine 

community who directly witnesses an act that he or she deems unethical should 
report the incident in a signed letter to the chairman of the Judicial Board. The 
board will then investigate the issue and hold hearings, as defined in the aforemen- 
tioned document. Findings of the board and its recommendations with respect to 
the accused are forwarded to the dean. Three student representatives, one each from 
the sophomore, junior and senior classes, are appointed by their class presidents. 

Ethical Advisory Committee (University Hospital). This state-mandated 
committee is composed of about 25 physicians, nurses, social workers, administra- 
tors, clergy, attorneys and other personnel, and welcomes the input of students and 
residents as nonvoting participants. The committee advises hospital staff and fam- 
ilies on requests regarding difficult ethical decisions such as life support for termi- 
nal patients, and also helps develop hospital policy regarding such critical 
situations. The committee also serves an educational function to hospital staff and 
reviews legal and legislative decisions. 

Special Task Forces. On occasion, special committees and task forces are estab- 
lished to examine school policies or curriculum issues. Where these issues have 
direct relevance to students, the classes are frequently invited to send representa- 
tives to these functions. Major changes in policy or curriculum typically take two 
or more years to plan and implement, and this can be frustrating to students who 
will be members of each class for only one year. At the same time, however, each 
group of entering students reaps the benefits of changes to which their predecessors 
have contributed and they now have the opportunity to leave a similar legacy to 
their successors. 


Student and Employee Health Services provides comprehensive care to UM AB stu- 
dents. The office, staffed by family physicians and nurse practitioners, is open from 
8:00 a.m. until 4:30 p.m., Monday through Friday. After-hour coverage is pro- 
vided by the faculty of the department of family medicine. The cost of most care 
provided at Student and Employee Health is paid for through the student health 

Gynecological services, including health maintenance (PAP smears, etc.), fam- 
ily planning and routine problems, are provided by the family physicians or nurse 
practitioners. Birth control pills are available at a reduced cost tor students receiv- 
ing their GYN care through Student and Employee 1 lealth. 

All students are required to have health insurance. An excellent insurance pol- 
icy is available through the campus. At registration, all lull-time students must 
either purchase the I 'MAP policy or waive it by showing proof of comparable co> 
erage. The deadline lor waiving the UMAB policy is in late September. It proof of 
comparable insurance is not received at Student and Employee 1 lealth In that time, 
the UMAB policy must he purchased lor each month the waiver is not presented. 

Student Life 67 

Demonstrated proof of comparable insurance is required each year the UMAB pol- 
icy is not purchased. 

Hepatitis B is an occupational illness for health care providers. It has serious con- 
sequences and can even be fatal. Immunization against Hepatitis B is required for 
medical, dental, dental hygiene, nursing, medical technology and PharmD stu- 
dents. The series of three immunizations is given through Student and Employee 

All new students are required to complete a Report of Medical History and an 
Immunization Record form that documents immunity to childhood illnesses. Stu- 
dents failing to present these completed forms as freshmen will not be permitted to 
register for the sophomore year. All family members can be seen at Family Medi- 
cine Specialists, the faculty practice of the Department of Family Medicine. The 
family physicians provide care for the entire family, including obstetrical and pedi- 
atric care. 


The Counseling Center provides professional individual and group counseling to 
UMAB students. Some of the problems that students seek help with include: stress, 
relationships, drugs or alcohol, eating disorders, loss of a loved one and stressful 
changes in school or home life. 

Students are always seen by a professional — social worker, psychologist, psy- 
chiatrist or addiction counselor. Costs associated with seeing a therapist usually are 
covered by health insurance; however, no one is ever denied services based on abil- 
ity to pay. Students are seen by appointment and students' class schedules can be 
accommodated in scheduling appointments. All Counseling Center services are 
completely confidential. 


UMAB's two residential complexes offer different living arrangements with main- 
tenance and utilities included; programs and activities; supportive and accessible 
staff and a convenient location. All residencies are carpeted and fully furnished. In 
recent years many entering students have taken advantage of the opportunity to live 
on campus. Students living on campus are guaranteed the option of remaining in 
housing throughout their professional school years. Currently, approximately 250 
students live in the campus units which are designed to meet the needs of a diverse 
student population. 

The housing staff operate the UMAB residences according to the philosophy of 
helping students create an atmosphere conducive to all types of learning and per- 
sonal growth. The residences diverse communities encourage students to build rela- 
tionships and their own identities. 

The Pascault Row Apartments, historic buildings renovated for student living, 
consist of efficiency and one- and two-bedroom units. They are equipped to accom- 

68 School of Medicine 

modate one to four students, depending on the unit type. Each apartment contains 
a compact kitchenette, bathroom and living area. Washers/dryers are centrally 
located in the buildings. 

For housing application forms and information contact: 

Director of Residence Life 

University of Maryland at Baltimore — room 108 

621 West Lombard Street 

Baltimore, Maryland 21201 



The campus Athletic Center, on the tenth floor of the Pratt Street Garage, is 
equipped with a squash court; two handball/racquetball courts; two basketball 
courts which are also used for volleyball; and a weight room with two 15-station 
universal gyms, stationary bikes and rowing machines. Men's and women's locker 
rooms each have showers and a sauna. 

Men's basketball, co-ed intramural basketball and volleyball teams compete 
throughout the fall and spring semesters. Squash and racquetball tournaments also 
are held in the facility. 


The Baltimore Student Union is a cultural and social center for students, (acuity, 
staff, alumni and guests. Activities and services of the union include meetings, 
receptions, movies, dances and other forms of indoor activity. The multi-purpose 
Baltimore Student Union houses the campus offices of student affairs and student 
life, records and registration, student financial aid, housing, support services for 
international students and disabled students, student government association, 
credit union, ATM machine, Pub, Courtyard Cafe, bookstore, lounge space, meet- 
ing rooms, study lounge and vending machines in addition to dormitory-style 
accommodations for UMAB students. 


On-campus parking is available to students. Commuters will first have to get a 
parking permit (SI), which allows campus parking but does not guarantee a space. 
Commuters may park in the Lexington Garage And Koesters 1 ot (1 exington and 
Pine Streets) at the current student rateoi $3.50 per day on a first-come, first-served 


Student Life 69 

Students who live in on-campus housing pay for parking by the semester or year 
and are guaranteed 24-hour parking in a garage adjacent to their residence facility. 
For more information about parking on campus, write Parking and Commuter 
Services, University of Maryland at Baltimore, Baltimore, Maryland 21201 or call 

Students who live in the communities adjacent to UMAB may use the caravan 
shuttle which operates in the evenings year round. The intercampus shuttle pro- 
vides transportation to and from the University of Maryland Baltimore County 
(UMBC). For schedules and information on either of these shuttles call the Park- 
ing & Commuter Services Office at 706-6603. 

Public transportation makes the campus accessible by bus, subway and light rail. 
More than a dozen MTA bus routes stop in the campus area. The Baltimore Metro 
(subway) runs from Charles Center downtown to Owings Mills in northwestern 
Baltimore County. A light rail line offers service with park and ride accommoda- 
tions from Timonium in northern Baltimore to Glen Burnie in Anne Arundel 
County. The UniversityCenter stop is at Baltimore and Howard Streets. 


Baltimore's a fun, friendly city with many affordable and convenient housing 
options. The brochure "Living in Baltimore" describes on- and off-campus options 
for UMAB students; it is available through most UMAB admissions offices or by 
calling the Residence Life Office at (410) 706-7766. 

On-campus living options include furnished university-owned apartments and 
dormitory style accommodations plus unfurnished apartments in a half-dozen pri- 
vately-owned loft district buildings on campus. The Baltimore Student Union 
and Pascault Row apartments are the two university-owned, on-campus housing 

Many students choose to live in neighborhoods surrounding the UMAB cam- 
pus. A wide range of rooms, apartments and home rentals are available throughout 
the metropolitan area. The Student Life Office, located in the Baltimore Student 
Union, keeps a listing of available rooms and apartments. 

70 School of Medicine 

Departments of the School 
of Medicine 


Professor and Chair 
Michael T. Shipley, PhD 

The educational goal of the department of anatomy is to provide a basis for under- 
standing the development, structure and function of the human body. To this end, 
the department of anatomy faculty are major participants in two integrated teach- 
ing blocks, Blocks II and V, and have minor teaching involvement in Blocks IV and 
VI. Block II, Structure and Development, combines gross human anatomy, 
microanatomy (histology), embryology, radiology, surgery and physiology. In 
Block V, Neurosciences, neuroanatomy is integrated with neurophysiology, neu- 
rochemistry, neurobiology and clinical neurology. In both blocks, lectures are cor- 
related with practical laboratory assignments. In this way, the student is provided 
with a comprehensive treatment of the subject matter and has ample opportunity 
to learn its important clinical implications and research applications. 


A major research effort in the areas of developmental neurobiology and neural net- 
works has been added to existing strengths in neurobiology, cellular, developmen- 
tal and reproductive biology. The department moved into a new, state-or-the-art 
research facility in October 1995. A wide variety of research opportunities leading 
to the PhD or MD/PhD degrees is made possible by extensive collaborations 
among departmental faculty and neuroscientists and reproductive biologists in 
other departments and institutions. 

Departmental (acuity members investigate questions ranging from the molecu- 
lar to the systemic levels. These studies extend from gene expression through assem- 
bly and maintenance of specialized cell-membrane domains, to the establishment 
and maintenance of multineuronal networks. Biochemical, neuroanatomical, elec- 
trophysiological, molecular biological and tissue culture techniques are used 
together with advanced imaging techniques And immunolocalization by light and 
electron microscopy. 

Departments of the School of Medicine 7 I 


Martin Helrich Professor and Chair 
M. Jane Matjasko, MD 

As part of the sophomore course given by the department of pharmacology and 
experimental therapeutics, a discussion group elective "Clinical Practice in Anes- 
thesiology" is offered to present the core curriculum of the specialty. The course is 
highlighted by "hands on" laboratory animal demonstrations in the Anesthesiol- 
ogy Research Laboratories. 

In addition, during the first two years members of the department participate 
in lectures, conferences and laboratory exercises of various preclinical departments 
such as physiology and pharmacology and experimental therapeutics. Such partic- 
ipation is intended to illustrate the direct application of basic science principles to 
the clinical practice of anesthesiology. Emphasis is placed on the pharmacologic 
basis for the management of patients before, during and after surgery and applied 
respiratory physiology is used to illustrate the effects of clinical pathology on respi- 
ratory function. 

Electives of varying orientation and complexity are provided during the clinical 
years. These include clinical anesthesiology, neuroanesthesia, pain management, 
critical care medicine and research. Further information and details concerning the 
elective courses may be found in the electives catalog or by contacting the depart- 
ment chairperson. 


Research is related to cardiorespiratory function, red cell substitutes in hemorrhagic 
shock, computer models and anesthesiology simulation and human factors engi- 
neering. Some of the studies include: 

• NIH funded study to investigate the effects of anesthesia, posture, surgery and 
disease on chest wall and respiratory mechanics. 

• A U.S. Navy funded project to examine performance of anesthesiologists in high 
stress clinical environments. 

• A N.A.S.A. funded project examining remote decision-making by clinicians. 

All the above studies involve measurement of physiologic data online, computer 
interfacing and analysis of patient, human or animal data. 

Ten faculty members and several resident anesthesiologists are actively partici- 
pating in laboratory studies. Up to three medical students can be accommodated 
during the summer with experience provided in instrumentation and anesthesia for 
laboratory animals utilizing many of the interventions and measurements of car- 

72 School of Medicine 

diorespiratory function used in clinical practice. The students would join ongoing 
research projects and assist with data collection and analysis. 


Professor and Chair 
Giuseppe Inesi, MD, PhD 

Biochemistry, including molecular biology and gene expression, seeks to under- 
stand the phenomena of biology in terms of molecular structure and interaction. It 
permeates all of modern biology and medicine and is a fundamental prerequisite to 
other medical sciences, particularly pharmacology, microbiology, cell biology, 
pathology and the clinical sciences. 

The teaching goal of the department is to present a concise but comprehensive 
lecture-conference course including as major subjects: proteins, enzymes, nucleic 
acids, intermediary metabolism, energy production and utilization, chemical 
aspects of hormones, protein and nucleic acid biosynthesis, with general reference 
to cell and molecular biology and genetics. 

The department of biochemistry and molecular biology faculty is involved in 
teaching the first-year blocks; Block IV — Cell and Molecular Biology, Block V — 
Neurosciences and Block VI — Functional Systems. 


Teaching of cell and molecular biology for medical students is concentrated in a 
ten-week period in late fall of the freshman year. Activities include plenary lectures, 
small group conferences with problem-based learning, independent studies and a 
series of correlative medicine sessions to demonstrate the application of biochem- 
istry to the understanding of human disorders. 


The department of biological chemistry also offers Phi") programs. And a MD/PhD 
program. ( "lassroom teaching for graduate students include courses in introductory 
biochemistry and molecular biology, proteins and enzymes, biochemistry seminar, 
muscle: contractility and excitation-contracting coupling and advanced molecular 
biology. In addition, several professors are available as advisors for fulfillment oi 

experimental theses in funded research laboratories. 

Students interested in biochemistry And cell and molecular biology are encour- 
aged to contact individual faculty members about opportunities for part-time or 
summer research. Limited funds have been available to support pan time research 
assistants from the medical school. 

Departments of the School of Medicine 73 


Research interests within the department of biological chemistry are numerous and 
include studies in membrane transport and membrane biochemistry, eukaryotic 
and prokaryotic molecular biology, virus assembly, enzymology, fluorescence and 
NMR spectroscopy, Ca : * regulation mechanisms, receptor mechanisms, hemoglo- 
bin biochemistry as well as many others. In addition to the individual research pro- 
grams of the faculty, the department is widely recognized for its Center of 
Fluorescence Spectroscopy, under the direction of Dr. Lakowicz; the NIH Pro- 
gram Project on regulation of Ca 2+ in muscle, under the direction of Dr. Inesi; and 
the NIH Program Project on Hemoglobin Substituents, directed by Dr. Bucci. 


Professor and Acting Chair 
Joseph W. Burnett, MD 

The department of dermatology faculty teaches in the first year Structure and 
Development block and in the second, Immunology, Host Defenses and Patho- 
physiology and Therapeutics blocks. During the ambulatory care portion of the 
fourth year students are required to attend eight half-day sessions in the clinic. An 
examination is given at the conclusion of this exercise. 

DERM 54 1 . Dermatology Elective. Dermatology may be taken as an elective dur- 
ing the fourth year. Students work together with the dermatology residents and 
attending physicians in the diagnosis and treatment of a large number of patients 
with cutaneous disorders. Emphasis is placed on developing proficiency in derma- 
tologic examination and description. Students actively participate in grand rounds, 
daily seminars and the weekly journal club. They also attend the clinical sessions of 
the Maryland Dermatological Society. A brief oral presentation and short final 
examination are required. 

Advanced Dermatology Elective — to be arranged. Students with a major interest 
may concentrate or divide their time among the dermatological subspecialties such 
as dermatopathology, dermatological surgery, occupational or environmental der- 
matology, or individual research. The students enrolled should have completed 
their required third year course in an exemplary manner as a prerequisite. 


The University of Maryland has a three year residency program in Dermatology 
which stresses both the clinical and research aspects of this specialty. One year of 
internship in a primary care field is required. The usual conferences in a Derma- 
tology program such as pathology, mycology, immunology and allergy, basic sci- 

74 School of Medicine 

ences, journal club, radiation therapy, pharmacology and clinical textbook review 
are included in the program. 


Associate Professor and Chair 
Philip A. Templeton, MD 

Since German physicist Wilhelm Conrad Roentgen discovered the x-ray in 1895, 
its use has been greatly expanded in our society. With advances in technology, radi- 
ology now makes or verifies the diagnosis in three out of four cases of organic dis- 
ease. With the addition and integration of nuclear medicine, ultrasonography, 
computed tomography, and magnetic resonance imaging (MRI), diagnostic imag- 
ing is playing an even more extended role in diagnosis and selected (interventional) 
therapeutic procedures. 


Clinical research is the main focus of departmental research activity. The depart- 
ment offers and is pursuing a variety of research in state-of-the-art technologies 
such as spiral CT, MR imaging, SPECT imaging, teleradiology and picture-archiv- 
ing and communications system (PACS). Specific projects are the evaluation of 
MR pulse sequences to improve diagnosis, use of spiral CT to decrease the intra- 
venous contrast dose, and a comparison of the quality of conventional and PACS 

The department is organized into the subspecialty sections of abdominal imag- 
ing, angiography/interventional radiology, chest radiology, musculoskeletal radi- 
ology, neuroradiology, nuclear medicine, pediatric radiology and ultrasonography. 
The subspecialty organization and multiple interdepartmental conferences facili- 
tate collaboration with diverse clinical specialties. Projects include cooperative 
studies with physicians in the University of Maryland Cancer Center, MR evalua- 
tion of renal-pancreas transplants and outpatient drainage and sclerosis of malig- 
nant pleural effusions. Other projects are underway, in cooperation with 
MIEMMS physicians, evaluating the usefulness of CT and MRI in the diagnosis 
of multiple visceral and skeletal trauma, particularly involving the pelvis and 
acetabuli. Multiple cooperative cardiovascular nuclear medicine studies are pro- 
gressing with cardiology. 


The department of radiology otters the medical student an opportunity to acquire 
a broad base ot knowledge (oik lung on almost all aspects ot medicine. Formal 
instruction begins during anatomy in the first year and pathology in the second 

Departments of the School of Medicine 75 

year. During the third year, students take the required course RADI 540. The 
required curriculum is supplemented with small group case discussions with the 
faculty and contact through interdepartmental rounds and conferences involving 
radiology as the student rotates on the other clinical services. 

Third Year 

RADI 540. Basic Radiology. Small groups of students are assigned for a period of 
three weeks to the department of radiology. The group is subdivided to allow indi- 
vidual instruction as the student rotates through a series of observation periods in 
selected subspecialties within the department. Students also receive an introduc- 
tion to the department of radiation oncology. Reading assignments, slide-tape exer- 
cises, a student teaching file and lectures form the core of the learning experience. 
Students attend departmental conferences and some joint conferences with other 
departments. An objective final examination is included in the course. 

Third and Fourth Years 

Radiology Elective. Students learn more about properly using diagnostic imaging 
and interpreting images. The curriculum is flexible, tailored to the needs of the 
student's career choice. Students are expected to investigate some small aspect of 
imaging within their area of interest and make a short presentation to the faculty 
and residents. This presentation and overall performance, as evaluated by the cur- 
riculum supervisor, serve as the evaluation criteria for this elective. Students are 
given the opportunity (in all sections) to perform clinical and/or lab research, cor- 
relate imaging evaluations, statistical analysis, literature reviews, etc. RADI 540 is 
a prerequisite. 


A four-year residency is offered in radiology at the University of Maryland Medical 
System. Fellowships are offered in computed body tomography/ultrasonogra- 
phy/MRI, interventional and vascular radiology, neuroradiology, critical care 
trauma, musculoskeletal radiology and chest radiology. 


Professor and Chair 

Paul D. Stolley, MD, MPH 

Modern epidemiology is a biomedical discipline at the interface of clinical practice 
and basic medical science. Preparation for the practice of medicine requires knowl- 
edge not only of clinical medicine and basic medical science, but also epidemiol- 
ogy, research methods, biostatistics and social science. 

The department is engaged in teaching, research and service across the spectrum 
of public health and preventive medicine. The faculty has expertise in clinical epi- 

76 School of Medicine 

demiology, biostatistics, environmental and occupational medicine, clinical pre- 
ventive medicine, health services research, aging, behavioral sciences, international 
health, health economics and medical informatics. Departmental courses, semi- 
nars, journal club, clinical assignments and supervised research experiences are 
offered to enhance the physician's capabilities in these areas of increasing public 
health importance. Interdisciplinary relationships have been formed with other 
departments and clinics within the University of Maryland Medical System and 
throughout the region. 

The department introduces principles of epidemiology and biostatistics, clin- 
ical research methods, occupational and environmental medicine, organization of 
the health care system, and ambulatory and clinical preventive medicine in the 
second year and show their application in the fourth year of the medical school 

MD/PhD students can elect to pursue their PhD degree in epidemiology. 
Another option for medical students interested in public health is a combined 
MD/MS degree in preventive medicine. 

The department sponsors an ACGME approved two-year residency program 
leading to board certification in general preventive medicine. The program pre- 
pares physicians for positions in federal health agencies, state health departments, 
hospitals, medical schools, public health institutes and industry, as well as for the 
practice of clinical preventive medicine. 

Many of the graduate courses, tutorials and research experiences are available to 
medical students during their elective periods. Students are welcome at depart- 
mental seminars listed in the Academic Calendared at journal club, scheduled each 
week through the academic year. 

Community service activities of the department are carried out in health plan- 
ning, research and evaluation through active collaboration with hospital clinics, 
health departments, governmental agencies and voluntary organizations concerned 
with public health problems. 


Departmental research activities cover a broad range of faculty interests. Clinical 
and community intervention studies are directed toward the causes and prevention 
of major chronic diseases. Environmental and genetic risk factors associated with 
disability are an area of active research. Research on hip replacement outcomes, as 
well as treatment of Lyme disease, exemplifies increased attention to the study of 
medical care effectiveness and outcomes. Behavioral change research, particularly 
smoking cessation and diet modification, focuses on establishing and maintaining 
a healthy life style. The department's program of international health operates with 
Egyptian collaborators and investigates the prevention .u-^\ control of infectious 

and tropical diseases. Women's health throughout the life cycle has become a recent 
research concentration: musculoskeletal and reproductive health are of particular 

Departments of the School of Medicine 77 


First and Second Years 

Biostatistical and epidemiological methods, principles of Occupational and Envi- 
ronmental Medicine, and Organization of the Health Care System are integrated 
into the systems-oriented instruction in Blocks VII and VIII in the second year. 
The emphasis is to provide practitioners with the tools necessary to critically eval- 
uate the scientific medical literature regarding issues such as disease etiology and 
diagnostic testing, as well as preventive and ameliorative treatments. These con- 
cepts are introduced in lectures and applied in exercises in small-group sessions. 
The exercises complement systems-related material introduced by other disciplines 
and relate to research papers which address clinically relevant issues. (Drs. Hebel 
and McCarter and Faculty) 

Clinical Years 

The applications of preventive medicine to clinical practice are presented in the 
senior-year ambulatory and clinical preventive medicine combined rotation. 
Emphasis is placed on the important role of the physician in health promotion and 
disease prevention. Sessions focus on risk factors for the leading causes of death and 
disability in the United States and on important issues in health care policy affect- 
ing physicians and their patients. Students also present patient management cases 
and prepare preventive medicine projects. Students assigned to Western Maryland 
and Eastern Shore sites participate in class sessions via interactive video. (Drs. 
Havas, Scherlis, Sherwin, Strickland and Clinical Faculty) 


Elective opportunities are available for medical students, including tutorials with 
selected faculty members, supervised research experiences and field experience. 
Among current offerings are the following: 

PREV 541. Introduction to Public Health Practice (Dr. Rubin) 

PREV 542. Tropical Medicine and International Health (Dr. Strickland) 

PREV 543. Occupational Health Field Experience (Dr. Keogh) 

PREV 544. Occupational Health Hazard Investigation (Dr. Keogh) 

PREV 545. Health Problems in Developing Countries (Dr. Strickland) 

PREV 589. Research in P^pidemiology and Preventive Medicine (Dr. Rubin) 

78 School of Medicine 


Summer fellowships and honors programs in preventive medicine are available to 
a limited number of students. Each student works closely with a faculty member 
and undertakes a research project in some aspect of preventive medicine or epi- 
demiology. Students also participate in departmental seminars, journal club and 
workshops that enhance interaction with faculty members, residents and other stu- 
dents. Elective credit may be given upon completion of project requirements. 


The department's graduate program consists of a PhD in epidemiology and an MS 
in preventive medicine, as well as the MD/PhD and MD/MS combined degrees 
available to medical students. Work toward the PhD in the combined MD/PhD 
degree will normally occupy at least three years between the second and third years 
of medical school. Stipends are available to support one or two MD/PhD students. 
The combined MD/MS may require one year in addition to the usual four-year 
medical school curriculum. 

The department has a postgraduate two-year residency program in general pre- 
ventive medicine leading to eligibility for certification by the American Board of 
Preventive Medicine. The residency provides a variety of individually planned 
opportunities for advanced study and practice in epidemiology, biostatistics, com- 
puter science, health care administration, gerontology and occupational health. 
Components of the residency program include required and elective graduate-level 
courses, a variety of seminars, journal club and workshops, supervised research 
experiences and field placements in public health or research settings. Course work 
leads to a Master of Science degree in preventive medicine. 

In cooperation with the departments of medicine, pediatrics, family medicine 
and other clinical departments, combined residency programs may be arranged for 
qualified applicants leading to board-eligibility in both preventive medicine and a 
clinical specialty. 


Associate Professor and Chair 
Herbert L. Munciejr., MD 

1 he department of family medicine educates family physicians to render high-qual- 
ity medical care to individual patients and families of all ages in a continuous auA 
comprehensive manner. Family physicians arc responsible for patient care at the 
point of entry into the health care system; pm\ iders or coordinators of health care 
at the secondary and long-term care phases of illness; and coordinators of tertian 

Departments of the School of Medicine 79 

The department offers educational experiences in family medicine for students 
at the University Family Practice (office site of faculty), on the Family Practice 
Inpatient Service and through an interdisciplinary, longitudinal educational pro- 
gram that is guided by a staff of experienced family physicians. Moreover, students 
may participate in community health services, supervised practice experiences and 
health care research. 

Within the discipline of family medicine, several areas are emphasized. The 
department has a Division of Geriatrics that dates back to 1974 and is a national 
leader in geriatrics education. It was the first specifically dedicated Division of Geri- 
atrics on this campus. Multiple programs, both departmental and interdisciplinary, 
are in place or being formulated. The Supportive Care Unit is a unique model for 
rehabilitation of frail, elderly patients following an acute hospital stay, focusing on 
optimization of function with a discharge goal of returning patients to home or to 
the least restrictive environment. The broad spectrum of the division's educational, 
research and patient care efforts includes the pre-elderly well, the hospitalized 
elderly, the frail homebound elderly and the chronically incapacitated, aged 
patient. The division provides regular housecalls for 150 frail homebound elderly, 
the largest program in the city. The Division of Geriatrics is a leader in the field of 
quality assurance in long-term care facilities. Expansion of facilities and activities 
to continue eminence in this area is in progress. 

The department has a Division of Behavioral Medicine that further integrates 
the teaching of basic science, clinical medicine and the psychosocial aspects of 
health care. The division assists in the education of substance abuse, training issues 
related to family violence and abuse, and common mental health conditions seen 
in Family Medicine, such as anxiety and depression. 

The department recently developed a new Division of Complementary Med- 
icine as part of the Lang Complementary Medicine Project. This is a research ori- 
ented project that examines the effectiveness of acupuncture, homeopathy and 
other complementary medicine techniques in medical care with an additional 
compoment of education and clinical care. The division has a full-time faculty 
acupuncturist and conducts an annual seminar series on Complementary 

The department has a major focus on providing health care to underserved 
patients and communities. The program involves community outreach and disease 


The research efforts of the department of family medicine reflect the broad inter- 
ests of the department's faculty. Current projects, which are clinically oriented and 
relate to current medical problems, range from epidemiologic studies to evaluations 
of specific therapies. The department has a strong interest in health promotion and 
nutrition, especially as they relate to the family and the elderly. The department 
concentrates on investigating ways to improve community the health. Collabora- 
tive efforts with other departments involve investigations into health promotion, 

80 School of Medicine 

infections in the elderly, abdominal pain, informed consent and osteoarthritis. 
During their last year of training, all Family Medicine residents are required to 
complete a research project and to present their results at the Annual Family Med- 
icine Residents' Research Day. The department faculty, fellows and residents pre- 
sent their research at national meetings, and in journals, books and other 


Minimester Electives. During the summer months, students may elect to spend 
time in the office of a selected family physician in order to observe the varied pro- 
fessional activities of a physician practicing in the community. During preceptor- 
ship experiences, students may participate in direct patient care or primary health 
care research. 

Family Care Track Program. The Family Care Track (FCT) is an elective under- 
graduate experience designed to teach medical students the principles of family 
medicine with a focus on the urban, poor, multi-problem family. It provides a con- 
tinuous clinical experience through all four undergraduate years. Students are 
assigned to follow three families over four years in the department's Family Prac- 
tice Centers. The families are selected to provide exposure to obstetric, pediatric 
and geriatric care, and to family dysfunction. Supervision is provided to the indi- 
vidual student and through the use of small group integration seminars for case dis- 
cussion. The students also are required to complete a community medicine seminar 
series, a social services preceptorship, a needs assessment, a community project and 
a four-week clinical preceptorship in sites, including some located in health-pro- 
fessional shortage areas. 

Up to 20 students are selected each year from the freshman Longitudinal Elec- 
tive in Family Medicine to participate in the Family Care Track Program. Credits 
for this elective include four weeks of senior elective credit at the completion of the 

Senior Elective in Family Practice. In this elective, students work with a commu- 
nity family physician preceptor. They have the opportunity, under supervision, to 
manage problems typical of a busy practice, ranging from obstetrics to geriatrics. 
Here, there is ample opportunity to be involved in coordinating continuous care 
of patients over a four-to six-week period. Students begin to understand the patient 
in relation to family, job and environment. Furthermore, the student observes the 
role of the physician in society, the social and civic obligations and responsibilities 
to the patient. Site options range from urban health manpower shortage sites to 
rural private practice. In these varied settings, students ate expected to conduct a 
limited clinical investigation, using data collected in the practice, and to attend 
weekly Alcoholics Anonymous or Al-Anon meetings in the community. 

Departments of the School of Medicine 

Senior Internship in Family Practice. The department of family medicine offers 
an eight-week internship to senior students. This is an extensive inpatient experi- 
ence utilizing the family medicine inpatient service. Variety is a major attraction as 
the patients' needs range from newborn care and obstetrics to adult general med- 
ical and geriatric care. The student is exposed to the family practice approach to 
inpatient care with an emphasis on interdisciplinary, comprehensive and continu- 
ous care and participates in night and weekend call. Students may choose to accom- 
plish the rotation at University Hospital or Union Memorial Hospital. The 
rotation at Union Memorial is primarily an internal medicine experience. 

Senior Ambulatory Clerkship in Family Practice. Students may select University 
Family Practice as an option in the required Senior Ambulatory Course. This eight- 
week rotation exposes students to the clinical practice of the department of family 
medicine residency program. In this setting, students are scheduled to see patients 
daily in the University Family Practice Center, work with a variety of preceptors 
from the department of family medicine and participate in didactic sessions. This 
ambulatory experience is designed to expose students to the principles and practice 
of family medicine. 


The University of Maryland's approved three-year residency in family practice is 
one of the oldest in the nation. Approximately 39 residents are enrolled in a three- 
year program. The program's goal is to provide comprehensive training in the spe- 
cialty, utilizing the latest information and educational methods. Resident training 
takes place both at University Hospital, where the expertise of faculty in all spe- 
cialties can be utilized, and in several community hospitals where the residents are 
exposed to a wide variety of patient problems. Flexibility is maintained through the 
availability of electives in order to accommodate specific needs of the trainee. 
Although the majority of graduates are actively engaged in family practice in rural, 
suburban and urban areas, a significant number are pursuing academic careers. 


Professor and Chair 

Denise M. Harmening, PhD 

The department of medical and research technology currently offers a medical track 
(medical technology) and a research track (biomedical science/biotechnology). 
These programs combine the advantages of a major research university with the 
benefits of small classes and a high faculty-to-student ratio. As a component of a 
large academic health center, the department of medical and research technology 
affords students unusual opportunities to participate in a stimulating educational 

82 School of Medicine 

environment while gaining practical experience in clinical laboratory science and 

Medical technology (clinical laboratory science) provides information crucial to 
the diagnosis and prevention of disease, the management of patient therapy and 
maintenance of health. Medical technologists are involved in performing labora- 
tory procedures ranging from identification of microorganisms, to providing blood 
for emergency transfusion. Biomedical science focuses upon the discovery, devel- 
opment and production of chemicals, diagnostic products and biopharmaceuticals. 
The biotechnologist uses skills in molecular and cellular biology, immunology, 
protein chemistry and microbial fermentation to produce reagents and products 
used in industry, medicine and in basic and applied research. 

Students in both tracks complete a two-year preprofessional curriculum at a 
regionally accredited community college or university of their choice. Those 
attending two-year institutions may transfer directly to the department of medical 
and research technology at the University of Maryland at Baltimore. Most students 
complete the professional curriculum in two years; however, a three-year, part-time 
option is available for non-traditional students. In addition, an evening/weekend 
program has been planned for the fall of 1 996 for the medical technology track. To 
promote the departmental philosophy of life-long learning, all students participate 
in a formalized professional development program. Students receive a bachelor of 
science degree in medical and research technology. Students completing the med- 
ical technology program are eligible for certification from national agencies such as 
American Society for Clinical Pathologists and the National Certifying Agency. 
The medical technology concentration of study fulfills requirements set forth by 
the National Accrediting Agency for Clinical Laboratory Sciences, and has received 
a full seven-year accreditation through the year 2002. The department also offers a 
master's of science in medical & research technology in which students may enroll 
in either the biomedical research track or the laboratory management track. The 
department has successfully developed a minority outreach program which has 
contributed to one of the highest percentages of minority enrollment in a science- 
based curriculum at a majority institution. A Health Careers Opportunity Program 
(HCOP) is currently available to interested minority and disadvantaged students. 


During the final component of the program, students complete clinical practice 
courses in four specialty areas. The department is affiliated with 28 clinical facili- 
ties in the Baltimore-Washington area. Clinical facilities include university-based 
and community hospitals, and independent laboratories. 


The biomedical science concentration requires students to complete three months 

of training at two extemship sites: the fust in the researc h laboratories of the I'm 

Departments of the School of Medicine 83 

versity of Maryland at Baltimore, the Maryland Biotechnology Institute or other 
University of Maryland System campuses with research programs in biotechnol- 
ogy; the second in either a large or small-scale industrial setting. 

The number and variety of clinical and research sites are assets that set the Uni- 
versity of Maryland School of Medicine's medical technology and biomedical sci- 
ence research programs apart from others, and allow students to experience several 
different work settings. 

For additional information contact: 

Academic Coordinator 

Department of Medical and Research Technology 

University of Maryland School of Medicine 

Allied Health Building — room 440-B 

100 Penn Street 

Baltimore, Maryland 21201 



Theodore E. Woodward Professor and Chair 
John A. Kastor, MD 

Professor and Vice-Chair 
Philip A. Mackowiak, MD 

The department of medicine, or internal medicine as it is called in some schools, 
teaches the body of medical knowledge that enables one to diagnose and treat the 
illnesses of adults primarily with medicines rather than with operations. 

The practitioner of internal medicine is usually called an internist, but he or she 
may be referred to by the title physician, in the specialized use of the word, which 
can also be applied to any medical doctor. An internist may be a cardiologist, an 
endocrinologist, a gastroenterologist, a rheumatologist or a practitioner in one of 
the dozen or so specialties of internal medicine. But the internist always remains 
the physician (or the diagnostician as internists were called in former times) whose 
special competence is solving difficult diagnostic problems and personally apply- 
ing, or obtaining from a colleague, the best treatment available. 

The term internal medicine, which derives from the German Innere Medizin, 
was first used during the nineteenth century when many American physicians trav- 
elled to Germany and Austria for training in what were then the leading clinics and 
medical laboratories. According to one medical historian, "Within a decade or so 
after 1880, internal medicine was differentiated from ordinary clinical medicine, 
the simple natural history of disease, by emphasizing that it was based on experi- 
mental work in physiology and physiochemistry." Internists have always required 
special training to acquire their knowledge and skills and have continuously shown 
a particular interest in the scientific basis of clinical work. 

84 School of Medicine 

Educating medical practitioners for the state and the nation is the principal 
training responsibility of the faculty of the department of medicine, but they also 
seek to develop in some students a desire to make useful discoveries through basic 
or applied research. Fundamental advances in the causes and treatment of disease 
have often been made by internists, for example, the work on cholesterol metabo- 
lism which in 1985 brought the Nobel Prize in Medicine and Physiology to two 
internists, one a gastroenterologist and the other a geneticist. In keeping with this 
traditional devotion to the value of research, the department of medicine provides 
many opportunities for students to participate in research and strongly encourages 
all who may have an interest to experience laboratory work with investigators. 


First and Second Years 

The department of medicine faculty teach in the first-year Neurosciences and 
Functional Systems blocks, and in the second-year Pathophysiology and Thera- 
peutics, and Immunology, Host Defenses, Infectious Disease, Epidemiology and 
Preventive Medicine blocks. 

Second Year 

PDIA 520. History and Physical Examination. Eliciting an accurate story of the 
patient's complaints (the history) and detecting abnormal findings by physical 
examination constitute the fundamental skills of every physician. To acquire these 
abilities, students attend introductory lectures from members of the faculty; after- 
wards, groups of two students meet weekly with instructors in one of the Univer- 
sity of Maryland's teaching hospitals. The students interview and examine patients 
with a wide variety of illnesses and then discuss the findings with their teacher who 
correlates the observations with pathophysiological abnormalities being studied in 
basic science courses. The course also includes small group sessions with instruc- 
tors from neurology, pediatrics and psychiatry. This will be incorporated into the 
Introduction to Clinical Practice block given in the sophomore year of the new 

Third Year 

MEDC 530. Clinical Clerkship. This is the fundamental course in internal med- 
icine for medical students. The clerkship lasts 12 weeks with eight weeks ot inpa- 
tient internal medicine and 4 weeks of ambulatory internal medicine. For eight 
weeks, the students work with the medical teams earing for inpatients at two of the 
department's three primary teaching hospitals: University 1 lospital and the Bain 
more Veterans Affairs and Mercy Medical Centers. Students join the interns, resi- 
dents, and nurses tor work rounds at 8:00 a.m. and participate in daily rounds with 
their attending physician from the faculty at 9:00 a.m. ( Conferences are held daily; 
some are case-based sessions facilitated by members ol i he fac u 1 1 \ and are designed 

to teach problem solving ability. 1 )uring Other sessions, students join the house suit 

Departments of the School of Medicine 85 

and faculty at Medical Grand Rounds, Morbidity and Mortality, and Ambulatory 
Conference. During the afternoons and evenings, clerks participate in the team's 
care of patients. Time is spent obtaining histories, performing physical examina- 
tions, obtaining and evaluating other aspects of the patient's database, and devel- 
oping diagnosis and treatment programs with the house staff and faculty. During 
the four weeks of ambulatory medicine, students are assigned to one of several uni- 
versity-based or community sites. The goal of this rotation is to introduce students 
to the basic concepts of ambulatory medicine. These include problem focused 
assessments, decisions about urgency and principles of access and continuity of 
care. Students may spend time in acute walk-in clinics, general medicine and pri- 
mary care clinics, as well as selected subspecialty clinics. 

Fourth Year 

MEDC 548. Student Internship (Subinternship in Medicine). Each fourth-year 
student takes a subinternship in medicine, pediatrics, surgery or family practice. 
The student internship in internal medicine occupies four-to-eight weeks (based 
on student selection), all of which must be spent on the general medical services at 
the University of Maryland, Baltimore Veterans Affairs or Mercy Medical Centers. 
Student interns work as if they were graduate physicians but under the close super- 
vision of the resident and attending physicians. Subinterns are on-call in the hos- 
pital with their resident physicians one out of four nights. The amount of 
responsibility delegated to subinterns depends upon the extent of each student's 
knowledge, dedication and maturity. Successful completion of a subinternship in 
medicine prepares students particularly well for graduate internships. 

Laboratory and Clinical Research Electives. The faculty of the department of med- 
icine strongly encourages all students to join them on a full-time or part-time basis 
to participate in research projects being conducted in the department. This expe- 
rience may be scheduled at most times of the year. Students with an interest in 
investigation should talk with members of the faculty or the chair about the many 
opportunities available in the department of medicine. 


Residency Training. Training in internal medicine continues after graduation 
from medical school in the department's residency program. Approximately 35-40 
graduates from leading medical schools are appointed to first year residency posi- 
tions on a competitive basis. Residents receive their training at University Hospi- 
tal and Baltimore Veterans Affairs and Mercy Medical Centers in addition to 
numerous ambulatory sites. Most first year residents continue their training in 
internal medicine for an additional two years, thus becoming eligible for certifica- 
tion as diplomates of the American Board of Internal Medicine. A four-year Med- 
icine-Pediatrics track is available to individuals interested in certification in both 
specialties. All residents receive intense clinical training in primary care and the 
medical subspecialties in a variety of ambulatory and inpatient settings under close 

86 School of Medicine 

guidance of the department's faculty. While completing the broad core curriculum, 
residents have the opportunity to explore clinical and basic science research areas 
or engage in individualized electives. Residents are expected to develop their lead- 
ership, teaching and professional skills while gaining expertise in the vast expanse 
of internal medicine. 


Herbert Berger Professor of Medicine and Head 
Robert A. Vogel, MD 


Fourth Year 

CARD 541-01. Clinical Cardiology Elective, University Hospital. Students par- 
ticipate in patient evaluation and examination under the close supervision of fac- 
ulty members. Basic concepts of physical examination are stressed and correlated 
with both noninvasive and invasive techniques. The rotation includes an opportu- 
nity for adult and pediatric cardiology training in the clinics, coronary care unit and 
graphics laboratory with emphasis on complete patient evaluation, as well as the 
development of individual areas of interest. 

CARD 541-07. Cardiology Elective, Baltimore Veterans Affairs Medical Center. 

Students spend one month participating fully in all activities of the clinical cardi- 
ology service. Experiences include medical and surgical consultations, cardiology 
clinic, daily readings of electrocardiograms and echocardiograms. Special student- 
oriented conferences on clinical and research topics in cardiology are regularly held. 


Selected applicants participate in the activities of the division including responsi- 
bilities for cardiac catheterization, electrocardiographic interpretation, echocar- 
diography and exercise testing. The fellowships begin July 1 of each year and 
financial stipends are provided. Application is made through the head ot the divi- 
sion and should be completed by November of the preceding vear. 

Departments of the School of Medicine 87 


Professor and Head 
John F. Wilber, MD 


Second Year 

PATH 520. In the second semester an intensive two-week course is given in col- 
laboration with the departments of pathology, pharmacology, pediatrics and ob- 
gyn. The course emphasizes the pathophysiologic basis for clinical disturbances of 
endocrine functions. 

Summer fellowships of eight to 10 weeks are also offered. These emphasize clin- 
ical or basic research training, including molecular biology. 

Fourth Year 

ENDO 541. Clinical Endocrinology and Metabolism Elective. Seniors are pro- 
vided a broad clinical experience through a four-week concentrated period of train- 
ing devoted to a study of patients with clinical disorders of endocrine function. 
Students are involved in the day-to-day diagnostic evaluation and management of 
both hospitalized patients and outpatients, and participate in weekly clinics under 
the direct supervision of staff members. The pathophysiologic basis for diagnostic 
and management aspects is presented at daily rounds and at weekly in-depth con- 
ferences, Grand Rounds and journal club. A separate elective of 12 weeks is also 
available to interested students who may desire a longer period of training and/or 
who wish to pursue a clinical or laboratory research project in depth. 


Full-time positions are available to selected candidates who have usually completed 
two or more years of house officer training. All fellows conduct independent clin- 
ical or basic research programs with graduated autonomy. Broad clinical inpatient 
and outpatient activities are designed for subspecialty board preparation. Academ- 
ically oriented fellows are sent to the Endocrine Society Research Training program 
during year I. Applications and interviews are required and competitive stipends 
are offered. 

88 School of Medicine 


Professor and Head 
Stephen P. James, MD 


Fourth Year 

GAST 544-01. Clinical Elective. This is a broad clinical experience in consulta- 
tions, literature review and conferences on GI and liver problems. Students evalu- 
ate consultations with GI fellows and senior staff; plan diagnosis and management; 
and follow patients through definitive treatment and discharge. The rotation 
includes attendance at four hours of conference, 1 hours of GI clinical rounds and 
four hours of clinic experience weekly. 

Summers Research Electives. GI, liver and nutrition electives are available and may 
carry a stipend. Individually arranged. 


Assistant Professor and Acting Head 
Louis J. Domenici, MD 

The general internist at this institution is an individual who is: 1 ) skilled in all facets 
of health care, both acute and chronic, as well as the ambulatory and inpatient level; 
2) an educator of peers, students and the public; 3) interested in the impact of 
health care delivery and its evaluation; 4) an able administrator capable of man- 
agement decision making and planning; 5) an active participant in the affairs of the 
community. In addition, the division of general internal medicine provides educa- 
tion, clinical training and research experience for medical students and graduate 
trainees to the fellowship level. 

The goal of the General Internal Medicine Program is to prepare physicians 
through inpatient, ambulatory and elective experiences during the students' clini- 
cal years and continue with an extensive graduate medical education program. The 
division's faculty deliver a wide range of primary and consultative health care ser- 
vices for ambulatory and hospitalized patients at university clinical sites, which arc 
also used for student and resident medical training. These clinical sites offer health 
care to university campus professionals, seniors, veterans and the inner cit) 

Departments of the School of Medicine 89 


The broad research interests within division include curriculum development and 
evaluation in ambulatory education, utilization of health care by the elderly, eval- 
uation of physician and patient behavior relevant to preventive practices, occupa- 
tional exposure to asbestos and lead, nutrition among hospitalized patients and 
areas of primary care services to women. 


Selected ambulatory primary care elective experiences are offered as part of the 
senior ambulatory rotation in internal medicine, and there are clinical and research 
electives in medical consultation or on specific projects with faculty. For further 
information, consult the medicine section of the electives catalog. These experi- 
ences are offered on the UMAB campus and at affiliated medical institutions. 


The graduate medical education program in internal medicine educates and trains 
physicians in the principles and practices of general internal medicine. The intent 
is to prepare clinicians by providing training via a broad internal medicine cur- 
riculum. Specialized training experiences are encouraged and are presently avail- 
able in medical consultation and risk assessment, preventive care, rehabilitation or 
occupational medicine, as well as health services research. Students and residents 
are supervised by a team of clinician educators, practitioners and scientists in the 
program. The faculty include general internists, geriatricians, psychiatrists, 
epidemiologists, clinical pharmacists, primary care nurse clinicians and social 


Professor and Head 

Myron M. Levine, MD, DTPH 


Postgraduate fellowships in geographic medicine are offered in conjunction with 
the division of infectious diseases. Fellows spend their first year doing clinical rota- 
tions on the infectious diseases consultation services at the University Hospital, the 
Baltimore Veterans Affairs Medical Center, the Maryland Institute for Emergency 
Medical Services Systems and the University of Maryland Cancer Center. The sec- 

90 School of Medicine 

ond year is spent in clinical or laboratory research under the supervision of faculty 
members in the division. 

Research may be conducted in the laboratories of the division in Baltimore or 
in one of the division's field areas in Chile, Peru or Venezuela. The division is 
closely tied to the Center for Vaccine Development. Laboratories are fully 
equipped for work in molecular genetics, immunology, antigen purification, rou- 
tine and enteric microbiology, parasitology (including animal studies) and antimi- 
crobial sensitivity testing. Faculty research interests include the pathogenesis and 
epidemiology of enteric organisms such as Vibrio cholerae and other vibrios, E. coli, 
Salmonella, Shigella, Yersinia, rotavirus, Giardia and Cryptosporidium. Much of the 
research effort is directed towards developing vaccines against these enteric 
pathogens as well as vaccine testing against malaria and AIDS. The division main- 
tains a close relationship with the department of epidemiology and preventive med- 
icine where fellows may take courses in epidemiology and biostatistics during their 
training. Application for fellowships is made to Dr. J. Glenn Morris, fellowship 
program director. 


Professor and Head 
Andrew P. Goldberg, MD 

The goals of the gerontology division at the University of Maryland School of Med- 
icine are to teach students and house staff the principles of gerontology and geri- 
atric medicine, and to train fellows and junior faculty for academic careers in 
gerontologic research and clinical geriatric medicine. The program emphasizes 
clinical research and biomedical investigation in the biology of aging, the preven- 
tion of cardiovascular disease and the rehabilitation of disabled older people in clin- 
ical trials which examine the physiological and functional effects of exercise training 
and nutritional interventions in older patients. This enriched academic environ- 
ment allows trainees to learn skills of clinical and basic biomedical investigation for 
careers in gerontology and clinical geriatric medicine. 

MEDC 545-23. Geriatric Medicine Elective. There is a wide spectrum of research, 
clinical and educational programs for students, house staff, fellows and physicians 
interested in clinical training and research in gerontology and geriatric medicine. 
There are opportunities for research training in: 1) exercise physiology and nutri- 
tion in the management of cardiovascular disease risk factors in high-risk older 
patients; 2) rehabilitation and longitudinal management of the elderly to maintain 
functional independence and exercise capacity to prevent institutionalization; and 
3) basic mechanisms of age-related declines in cardiovascular, metabolic and mus- 
culoskeletal function. Trainees work closely with faculty members in a research cur- 
riculum that provides mentored training in clinic. tl and basic scientific 
investigation and in the conduct of clinical trials. A Geriatric Research Education 
and Clinical Center and Claude C. Pepper Older Americans Independence Cen- 

Departments of the School of Medicine 9 I 

ter provide resources for training in basic, biomedical, clinical and health services 
research focused in prevention and rehabilitation of older patients with risk factors 
of complications of cardiovascular diseases. Academic programs in these centers 
seek to increase the basic knowledge of the aging process and prevent disability from 
cardiovascular disease through clinical trials of aggressive risk factor and rehabilia- 
tion interventions. Knowledge gained from these studies is imparted to health care 
providers, students and trainees through system-wide educational programs. 

The clinical programs teach the principles and applications of the treatment and 
management of older patients with a wide spectrum of acute and chronic medical 
diseases and preventive geriatric medicine. Instruction is provided in primary, con- 
sultative and long-term care of patients in various clinical facilities of the Univer- 
sity of Maryland Medical System. Trainees learn the physiology of aging and 
principles of geriatric assessment, preventive maintenance and the treatment and 
care of the older patients in ambulatory medical practices, acute in-patient services, 
geriatric rehabilitation units and in a comprehensive home care program for frail, 
home-bound patients. There is clinical training in geropsychiatry to learn counsel- 
ing, psychopharmacologic and ethical issues in the management of older patients 
with mental illness. This approach provides wide clinical exposure and training in 
relevant skills for an academic career or clinical practice in geriatric medicine. 


The division has an accredited fellowship training program funded by the National 
Institute on Aging researches the effects of exercise and nutritional interventions 
on the pathophysiology of type II diabetes, hypertension, hyperlipidemia and 
changes in body composition with aging. Post-graduate training emphasizes bio- 
medical and clinical research in the pathophysiology of aging-related diseases and 
the mechanisms by which exercise and dietary interventions prevent cardiovascu- 
lar disease and disability to improve functional independence in at-risk older peo- 
ple. Fellows completing post-graduate training in gerontology are eligible for board 
certification in geriatric medicine. 


Professor and Head 
David A. Van Echo, MD 


Fourth Year 

HEMA 54 1 -0 1 . Clinical Elective. Broad clinical experience in both malignant and 
nonmalignant hematologic disorders is available. Students perform hematology 

92 School of Medicine 

consultations with fellows and senior staff and have the opportunity to attend mul- 
tiple clinical and laboratory conferences within the University of Maryland Cancer 
Center. Extensive experience in bone marrow aspiration, biopsy and interpretation 
is provided. Rotations are for a minimum of four weeks. 

MEDC 549-01. Medical Oncology Electives. Two different medical oncology 
electives are available: 1) students may choose a subinternship on the inpatient ser- 
vice of the University of Maryland Cancer Center. This provides students and post- 
graduate physicians with in-depth studies of the diagnosis, natural history and 
treatment of human cancers. Students will take an active role in the day-to-day 
management of patients on an inpatient cancer ward and will work closely with the 
attending and hematology/oncology fellow; 2) clerkships in oncology provide close 
interactions with fellows and oncology attendings on the oncology consult service. 
The wide diversity of internal medicine diseases seen during the natural history of 
many cancers makes this an intense course in the treatment of many internal med- 
icine problems common to adult patients. Clerkships on the medical oncology con- 
sultation service provide interaction with other specialties in the management of as 
yet undiagnosed patients as well as the early detection, diagnosis and staging of 
malignancy. Individuals on clerkships are expected to attend a large number of con- 
ferences available on a weekly basis that provide didactic information about natural 
history, new treatments and evolutionary changes in the laboratory understanding 
of neoplasia. 

Research Electives. Summer research electives in various aspects of hematologic 
malignancies are available. Opportunities are available to work in the cell compo- 
nent therapy section of the University of Maryland Cancer Center (a specialized 
transfusion service), an active cytogenetics laboratory, an immunology laboratory 
studying antigenic characteristics of malignant cells, as well as the acquired immune 
deficiency syndrome (AIDS), electron microscopy laboratory and laboratories 
engaged in the study of leukemic cell differentiation and cellular pharmacology. 
Stipends may be available. 


Associate Professor and Head 
Elijah Saunders, MI) 


First and Second Years 

Selective lectures are given on hypertension as a pan of the physiology, pharma- 
cology, pathology and preventive medicine courses. 

Departments of the School of Medicine 93 

Fourth Year 

Electives are available for fourth-year students who will be exposed to and partici- 
pate in the entire program of the hypertension division. This includes experience 
and supervision in the diagnosis and treatment of hypertensive patients on both an 
inpatient and outpatient basis. Daily rounds by senior members of the hyperten- 
sion division will include students electing this rotation. Students will attend the 
Hypertension Clinic and also participate in the care of private patients in a very 
busy office devoted to the care of difficult hypertension problems. Students will 
participate in ongoing clinical research programs when appropriate. Students may 
also elect to attend the weekly cardiology clinical rounds sponsored by the cardiol- 
ogy division and the bi-weekly or monthly Hypertension and Vascular Biology 
Center research rounds. 

Summer Fellowships 

Summer fellowships in hypertension are available to junior and second-year stu- 
dents (who have taken physical diagnosis). Participation in clinical drug trials will 
be offered. 


Electives for a minimum of one month are available for house officers-in-training 
at the University Hospital and relevant conferences in the Baltimore community 
can be attended. Electives are encouraged for residents interested in cardiology, 
nephrology or endocrinology as well as a career in internal medicine with empha- 
sis on hypertension. Trainees will have an opportunity to work with hypertension 
specialists from the Johns Hopkins University School of Medicine and School of 
Hygiene and Public Health, the state Department of Health and Mental Hygiene, 
the Hypertension Commission of Maryland, the American Heart Association and 
other disciplines in the community which have an interest in hypertension. 

Although the hypertension division does not currently have a fellowship pro- 
gram, training opportunities for fellows from other divisions can be arranged. 


Professor and Head 
JohnW. Warren, MD 


Fourth Year 

INFE 541-01. Infectious Diseases Elective. The discipline of infectious diseases is 
uncommon in internal medicine in that it is not restricted to one organ system. 

94 School of Medicine 

Indeed the types of patients seen by the Infectious Diseases Consultative Service 
are patients in virtually all departments of the hospital. These patients are often 
among the most acutely ill and often pose the most difficult diagnostic enigmas 
within the hospital. These presentations are more than an academic challenge; 
many infectious diseases can be cured and the patient restored to previous health. 

A practical working knowledge of clinical infectious diseases has become 
absolutely critical for the following reasons: (1) there has been a huge increase in 
the numbers of immunosuppressed people, not only from HIV infection but also 
from the substantial increase in bone marrow and solid organ transplant recipients, 
the more aggressive use of cytotoxic chemotherapy and more invasive and life-sus- 
taining ICU modalities; (2) the explosion of new antiviral, antifungal and antibac- 
terial agents requiring familiarity with their spectrum of action and toxicities; (3) 
the proliferation of multiple-antibiotic resistant pathogens which presents virtually 
untreatable infections; and (4) the focus upon infection control, cost containment 
and quality of practice which have arisen with the increased attention to the eco- 
nomics of health care. 

The diagnosis of infections and proper management of patients with these dis- 
eases are taught by exposing students to a broad spectrum of clinical problems. The 
appropriate use of microbiology, virology and serology laboratories is stressed. The 
student sees consultations under the supervision of a full-time attending at the Uni- 
versity Hospital and Veterans Affairs Medical Center. Specialized programs are 
available in AIDS, at Shock Trauma and at the University of Maryland Cancer 
Center. Two clinical infectious disease conferences for faculty, house staff and stu- 
dents are held weekly. 


The postgraduate fellowship is a combined program offered by the divisions of 
infectious diseases and geographic medicine. The first year is clinically oriented and 
is spent consulting on patients with problems related to infectious diseases. A very 
diverse experience is obtained through rotations at the University Hospital and 
Veterans Affairs Medical Center, the University of Maryland Cancer Center, the 
solid organ transplant service, the inpatient HIV unit and the NIH. Fellows see 
consults and supervise residents and medical students; and spend much of their 
time teaching and providing patient care. This is all performed under the guidance 
of full-time faculty, many of whom are experts in subspecialties within infectious 
diseases, such as infections in transplant recipients, neutropenic host infections, 
surgical infections and infections in HIV-infected people. The second and subse- 
quent years of the program are oriented toward research. Research interests in the 
division include molecular pathogenesis of bacterial infections, physiology of acute 
inflammation, CMV, HIV, papilloma virus infections, infections m cancer 
patients or severely traumatized patients, and infection control and nosocomial 
infections. Research interests within geographic medicine include microbial genet 
ics, pathogenesis of diarrheal diseases, pathogenesis of malarial infections, and \ ac 
cine development. Application is made through the fellowship program director. 

Departments of the School of Medicine 95 


Medical School Professor and Head 
Matthew R. Weir, MD 


Second Year 

MEDC 525. Human Renal Physiology. This one-month minimester course 
allows full-time concentration on renal and body fluid physiology with the students 
using themselves as laboratory subjects. Studies of renal function under different 
circumstances, mechanisms of water conservation, sodium balance and acid-base 
balance will be studied. Laboratory sessions are held daily. Appropriate case pre- 
sentations will illustrate disturbances of physiology. This class is limited to 16 stu- 
dents and offers an opportunity for prolonged and close contact with division of 
nephrology faculty as well as experience in laboratory measurements and observa- 
tions of renal function through personal in vivo testing. 

Fourth Year 

NEPH 541-01. Clinical Nephrology Elective. Students who have completed their 
required junior electives in medicine, surgery, pediatrics and obstetrics may elect a 
clinical rotation in nephrology. One-month to three-month electives will be 
accepted. The student is expected to become thoroughly familiar with the approach 
to patients with kidney diseases and acquainted with clinical procedures. Each stu- 
dent will present at one nephrology conference. The typical rotation involves the 
student in consultations with fellows and attending nephrologists, rounds on inpa- 
tients, Renal Clinic activities and exposure to the dialysis program. Students with 
special interests in particular aspects of kidney function or kidney disease may be 
permitted to pursue those interests after consulting with the division head. 

NEPH 541-03. Nephrology Student Fellowship Elective, Maryland General Hos- 
pital. Students are exposed to the practice of clinical nephrology and to the man- 
agement of acute and chronic renal failure. 


Qualified physicians may apply for full-time fellowships in nephrology. Although 
a one-year clinical fellowship may be specially arranged, the standard fellowship is 
for two years of training with the first year structured to produce broad experience 
in clinical nephrology, its procedures and its literature and basic experience in the 
research lab. The second year is largely elective, permitting fellows to pursue their 
chosen direction with planning and supervision. Additional years of experience for 

96 School of Medicine 

those undertaking special projects are available. Fellows completing this program 
are qualified and prepared to be certified in nephrology. 


Professor and Head 
Lewis J. Rubin, MD 


First Year 

Members of the division take part in teaching the physiology course with empha- 
sis on the clinical application to basic respiratory physiology. This includes 
an introduction to clinical medicine and the sessions in the course on correlative 

Second Year 

In the systemic pathology course, two weeks are devoted to the respiratory system. 
The teaching of clinical medicine is integrated with epidemiology, pharmacology 
and microbiology and is closely correlated with the teaching of physiology and 
pathology. This is not a course in respiratory diseases, but the most common and 
important groups of diseases are included. 

Fourth Year 

PULM 541-01. Pulmonary Diseases Elective. Fourth-year students participate in 
all of the activities of the division under the supervision of fellows and faculty. They 
see patients in the wards, in consultations and in the outpatient clinic. The students 
learn to interpret tests of pulmonary function and attend all of the conferences in 
which fellows and faculty participate. The emphasis is on the correlation of clini- 
cal features with pathophysiologic and roentgenographic features. 

PULM 541-05. Medical Intensive Care Elective, University of Maryland Hos- 
pital. The goal of this course is to provide students with clinical experience in man- 
aging patients seen in a medical intensive care unit. Students will (unction at the 
intern level as primary physicians and will work with the resident in charge, as well 
as the attending physician. Students will receive a sound background in circulatory 
and respiratory physiology. They will be exposed to various invasive techniques, 
including arterial line insertions, Swan-Ganz catheterizations and chest tube place- 
ments. In addition there will be exposure to the use of mechanical ventilation in 
the critically-ill patient. 

Departments of the School of Medicine 97 


Stipends are available for the support of nine fellows at the current University of 
Maryland Medical System postgraduate scale. Three years of training in internal 
medicine are required. The goal of the program is to train physicians who are com- 
petent in the subspecialties of pulmonary and critical care medicine, and in basic 
or clinical investigation. 


Professor and Head 
Barry S. Handwerger, MD 


First Year 

Members of the Rheumatology Division participate in teaching 1) the immunol- 
ogy section of the microbiology course, 2) the immunopathology section of the 
pathology course, 3) clinical correlation in the biochemistry course and 4) the epi- 
demiology and biostatistics course. 

Second Year 

The division teaches the examination of the musculoskeletal system during Physi- 
cal Diagnosis. Students are provided with a copy of the Primer on the Rheumatic 

Third Year 

During their rotation on medicine at UMMS or the VA Medical Center, junior 
medical students interact with rheumatology faculty and fellows on the rheuma- 
tology consult service and receive lectures on diagnosis and management of 
arthritic and connective tissue diseases. Weekly rheumatology grand rounds are 
open to students. 

Fourth-Year Students and House Officers 

The rheumatology division offers a clinical elective for senior medical students and 
medical house officers designed to present the spectrum of rheumatic disease and 
approaches to diagnosis and management. Integration of clinical features with the 
mechanisms of disease processes is accomplished through informal tutorial sessions 
as well as didactic lectures. The rationale for the various management programs 
including drug therapies, physical medicine and orthopedic surgery is emphasized. 
Experience is gained in performance of diagnostic procedures (e.g., arthrocentesis) 
and in interpretation of relevant laboratory data. Patients are seen in the out-patient 

98 School of Medicine 

clinics at University Health Center and VA Medical Center, as well as in the Fac- 
ulty Practice Office and on the in-patient consult sendee. 


The division of rheumatology and clinical immunology offers a two-year clinical 
fellowship and a three-year research fellowship that emphasizes training in both the 
clinical and research aspects of rheumatology. The purpose of the three-year 
research fellowship is to produce physician-scientists who are well trained clinically 
and scientifically and who are dedicated to an academic, research-oriented career. 
Three years of prior training in internal medicine are required. 


Professor and Chair 
Jan Cerny, MD, PhD 

Training in microbiology and immunology within the medical school curriculum 
occurs primarily during the sophomore year when all students are required to take 
medical microbiology and immunology. Emphasis is placed on medical aspects of 
microbiology and immunology. In addition, selected Graduate School courses are 
available to medical students in all years. Individual faculty members are available 
to provide instruction and guidance throughout the medical curriculum. 

The department also offers the PhD degree and encourages students to enroll in 
the MD/PhD program. 


The research programs within the department of microbiology and immunology 
are oriented toward the molecular biology of infectious agents, foreign invader-host 
cell interactions and the molecular and cellular analysis of the immune response. 
Specific projects in immunology and cell biology include molecular analysis of 
antibody and T-cell receptor genes; lymphocyte activation, differentiation and 
ontogeny; autoimmune diseases and immunology of aging; and cellular and viral 
oncogenes. Projects on microbial disease mechanisms include studies on regulation 
of gene expression in procaryotic and eukaryotic systems, molecular genetics of 
pathogenic bacteria; studies on latent virus infections including the human 
immunodeficiency virus; pathogenesis of vector-borne infectious agents; and new- 
strategies for development of vaccines. Medical students are encouraged CO panic 
ipate in elective research programs of their interests. 

Departments of the School of Medicine 99 


Second Year 

Microbiology and immunology faculty have major teaching responsibility in the 
second-year Immunology, Host Defenses, Infectious Diseases and Epidemiology 
and Preventive Medicine block (Block VII). This is the first block of the second 
year and is eight weeks in duration. When appropriate, faculty also teach in the 
Pathophysiology and Therapeutics block (Block VIII). 

A number of Graduate School courses are available to qualified students. Inter- 
ested students should contact the department for details. 


Professor and Chair 
Kenneth P. Johnson, MD 

Neurology is the study of the normal and diseased nervous system that includes 
central, peripheral and neuromuscular systems. Faculty members participate in 
courses in all four years of undergraduate medical education. Though few medical 
students will choose careers specializing in medical or surgical neurology or in the 
basic neurosciences, all medical graduates must have substantial understanding of 
the basic structure and function of the nervous system to perform a satisfactory neu- 
rological examination, recognize and treat the many common neurological disor- 
ders and know when to refer the patient to a neurological specialist. Of special 
importance is the ability to distinguish between functional and organic neurologi- 
cal symptoms or signs. 

The discipline of neurology has maintained close ties with basic science and, by 
its complex but logical nature, has typified the most scholarly aspects of medicine. 
Recent methodological and scientific advances have created a new and therapeuti- 
cally oriented specialty that is represented in the philosophy and goals of this 


Research activities at both the basic neuroscience and the clinical levels play a cen- 
tral role in the activity of the department. A broad program in neuroimmunology 
and biology includes a Demyelinating Diseases Clinical Center grant from NIH. 
In the last eight years the department has been one of the most active centers in the 
United States and Europe in the conduct of trials of new forms of therapy for mul- 
tiple sclerosis. Basic science and clinical studies in the demyelinating diseases are 
closely integrated. 

Department members are also active in the study of cerebrovascular disease and 
its consequences. A Clinical Stroke Center funded by NIH has been established. 

100 School of Medicine 

Special emphasis has been placed on the epidemiology of stroke and the applica- 
tion of computer sciences to the diagnosis and treatment of stroke. There is a strong 
related departmental program to study language disorders. A very active program 
in diseases of peripheral nerve and muscle has been undertaken as well with special 
emphasis on the pathogenesis of Guillain-Barre syndrome and the treatment of 
myasthenia gravis. A highly developed program is focused on epilepsy with special 
interest in cases that fail medical therapy and must be considered for neurosurgical 
removal of a seizure focus. Active research at the molecular level is underway into 
neurologic degenerative diseases, especially Alzheimer's disease and Parkinsonism. 
An expanded program in neurorehabilitation has been developed. Rehabilita- 
tion sites for neurologically damaged patients are at Montebello Rehabilitation 
Center and the James Lawrence Kernan Hospital in Baltimore. Departmental fac- 
ulty provide most of the medical care to these patients. Specialized research pro- 
grams are being developed in the rehabilitation of stroke, head injury, spinal cord 
injury and multiple sclerosis patients. 


First and Second Years 

The department of neurology faculty teaches in the first-year Neurosciences and 
functional systems blocks, and in the second-year Pathophysiology and Therapeu- 
tics block. Selected faculty members also teach in other areas such as the Cell and 
Molecular Biology block in the first year and in blocks where epidemiology and 
immunology are taught, based upon their particular research interests and expertise. 

Third Year 

NEUR 530. Neurological Sciences III. All members of the third-year/fourth-year 
class have a four-week clerkship on the neurology-neurosurgery service at the Uni- 
versity Hospital or the adjacent Baltimore Veterans Affairs Medical Center. A 
didactic series of lecture-demonstrations is given by the neurology and neuro- 
surgery staff, and students attend the combined conferences in both disciplines. In 
addition, students attend rounds and may assist in the performance of some pro- 
cedures. Under house stall and attending staff supervision, students are responsi- 
ble for the care of patients with neurological disorders in both critical care unit And 
ward settings as well as in out-patient clinics. (Dr. Good) 


NEUR 541. Clinical Electives. After completion of the third year, students are 
ottered a variety of clinical experiences on the neurological service at University 
Hospital, Mercy Medical ("enter, Montebello Rehabilitation Center, St. Agnes 
Hospital, Baltimore Veterans Affairs Medical Center and the lames 1 awrence Ker- 
nan Hospital. The neurologic examination of the patient is emphasized, as well as 
the study and application of a w ide variety of specialized neurologic diagnostic tec h- 

niques. Bach Student will become proficient in taking a neurologic history, pel 

Departments of the School of Medicine 1 I 

forming a neurologic exam, formulating a reasonable diagnostic impression or dif- 
ferential diagnosis, a plan of investigation and management for several of the more 
common neurologic problems. (Neurology Faculty) 

NEUR 548. Neurological Research Electives. In all four undergraduate years, a 
limited number of students will have the opportunity to work with individual 
members of the department in the following areas: 1) cerebrovascular physiology; 
2) neuromuscular research; 3) neurophysiology; 4) neurochemistry; 5) neurovirol- 
ogy and immunology; 6) computers and neurology; 7) epilepsy; 8) degenerative 
disorders; and 9) molecular-biology and the nervous system. (Drs. Koski, Panitch 
and Kittner) 

Student Fellowships 

Students who have completed their first, second or third years and have an interest 
in neurologic sciences may apply for additional training in clinical neurology or in 
one of the research laboratories of the department. Qualified students may receive 
remuneration as fellows for the 1 0-week fellowships taken during vacation periods. 


There is a fully approved three-year residency training program in the specialty of 
neurology at the University of Maryland Medical System. This provides for clini- 
cal training as well as rotation through the associated basic science disciplines. In 
addition, fellowships are available for subspecialty neurology training, such as EEG 
and epilepsy, EMG and peripheral nerve disorders, stroke, neuroimmunology and 
neurorehabilitation. For further information contact the department chair. 


Professor and Head 
Kenneth P. Johnson, MD 

The School of Medicine has developed a research and training center in the area of 
neurologic rehabilitation with the full knowledge that current life-saving expertise 
in the fields of stroke and trauma (head and spinal cord injury), combined with 
major technological advances in medical and surgical neurology, has saved and will 
continue to provide life to the most severely disabled patients. There is no indica- 
tion that the incidence of neurological disability will decrease; more likely it will 
increase. Specialized research programs are under way in the areas of head injury 
recovery, controlled reassessment of rehabilitation techniques and improved com- 
munication in aphasic patients using computer-assisted language. 

The division of rehabilitation medicine is committed to the education of med- 
ical students, resident physicians, physical therapists and other allied health profes- 
sionals. Expectations for the next decade indicate that the rehabilitation field in this 

102 School of Medicine 

country will require specialized training programs in addition to physiatry residency 
programs to supply qualified professionals in neurological rehabilitation. Accord- 
ingly, neurological rehabilitation probably will depend on other neurologists, 
internists, pediatricians, and neurological and orthopedic surgeons to fulfill the 
need. These physicians will need not only appropriate training in rehabilitation 
management, but exposure to the frontiers of fundamental research in neuroscience, 
particularly in the areas of neuroplasticity and recovery of function. To this end, a 
two-year fellowship program in neurologic rehabilitation has been established. 


Professor and Acting Chair 
Eli Y. Adashi, MD 

The department provides a learning experience that encourages each student, 
regardless of ultimate career choice, to develop professional attitudes, diagnostic 
skills and knowledge relevant to the human female and to her sexual and repro- 
ductive systems. This experience enables each student to assume more effective 
responsibility for the general delivery of health care to the adolescent, adult and 
aging female and to the newborn. 

The student is taught to recognize those patients who require special gyneco- 
logic consultation. Health-related social problems such as family planning and sex- 
ually transmitted diseases are discussed as well as other aspects of population 
control, sexual difficulties, sterilization and induced abortion. 

The educational material is presented to familiarize students with all sources of 
knowledge relevant to these subject areas. Students may extend their knowledge 
and skills in a direction and depth appropriate to current and ultimate career goals. 
Students are also encouraged to take electives in basic, clinical and social research. 

The service roles focus on the general areas of obstetrical and gynecologic care. 
Obstetrics deals with a high-risk pregnancy population and provides excellent edu- 
cational opportunities for both student and resident. Specialty clinics in 
endocrinology, complicated pregnancy, cancer, pre- and postoperative evaluation 
and family planning provide specific, specialized areas of instruction in addition to 
serving large numbers of patients. Cancer detection and therapy play a major pan 
in the gynecologic program. 

The department utilizes audiovisual aids to enhance the educational experience 
of both medical students and residents. The faculty also contributes to the post- 
graduate educational programs at the University of Maryland Medical System and 
throughout the state. 

Departments of the School of Medicine I 03 


The department of obstetrics and gynecology faculty teaches in the first-year Cell 
and Molecular Biology and Functional Systems blocks, and in the second-year 
Pathophysiology/Therapeutics block. 

Third Year 

OBST. 530. Clinical Clerkship. Students are assigned to obstetrics and gynecol- 
ogy for a period of six weeks. As clinical clerks, they participate in the original diag- 
nostic studies, pelvic exam, surgical procedures and postoperative care of 
hospitalized patients. Instruction in prenatal and gynecologic outpatient care is 
accomplished in the outpatient department. Seminars and departmental confer- 
ences with the attending staff and house officers are employed for teaching the art 
of correlating observations, diagnosis and therapy. Frequent and close contact with 
faculty is achieved by means of a preceptorial system that assigns a group of two or 
three students to a member of the faculty for the entire clerkship. As an alternative 
to the clerkship at the University of Maryland Medical System, a similar instruc- 
tional program is offered to a limited number of students by the obstetrics and 
gynecology departments at Mercy Medical Center and Greater Baltimore Medical 
Center. (Staff) 

Fourth Year 

OBST. 541. Obstetrics and Gynecology Elective. The student may choose to 
spend a four- week elective in one of five subspecialty areas which include high-risk 
obstetrics, endocrinology, oncology, ambulatory OB/GYN, and human genetics. 

Affiliated Hospital Electives: Electives are available at Mercy Medical Center. 
Several additional electives are listed with the Office of Student Affairs. 


Professor and Chair 

Eve Juliet Higginbotham, MD 


During the junior year, students spend a required week in ophthalmology during 
the combined radiology-ophthalmology rotation. Introductory lectures in oph- 
thalmology are given. Students examine patients under the supervision of faculty 
and staff. They also participate in an extensive series of lectures which cover a broad 
range of topics. Case presentations of common ophthalmological conditions are 
reviewed with the students. 

04 School of Medicine 

The department offers clinical and/or research electives during the senior year. 
For the clinical clerkship, time is divided between the outpatient clinic and oper- 
ating room. Students will gain experience with diagnostic instruments used in oph- 
thalmological evaluations. Patients with a wide range of diseases are seen in the 
clinic where faculty with expertise in all ophthalmological subspecialty areas are 
present. Conferences and grand rounds are included in the program. Self-instruc- 
tional aids are available. 


A variety of clinical trials funded by NIH and industry are on-going in the depart- 
ment. Infant vision, retinopathy of prematurity, ischemic optic neuropathy, glau- 
coma, and AIDS trials are currently in progress. 

Basic research efforts of the department currently concentrate on ocular changes 
from diabetes mellitus and ocular toxicity of radiant energy. Other projects include 
biochemical effects of aldose reductase and its specific inhibitors on the lens, 
including oxygen toxicity to the lens, particularly as related to light-induced dam- 
age. Also, projects related to hormonal control of retinal pigment epithelium, as 
well as experimental ocular pathology, form a major part of the research program. 
Elective study opportunities exist for students in this active ophthalmic biochemi- 
cal research program. Postdoctoral fellowships in ophthalmic biochemistry are also 


A three-year residency program providing clinical training is offered at the Uni- 
versity of Maryland Medical System, with rotations to the Baltimore and Wilm- 
ington, Delaware VA Medical Centers. Appointment is by application to the 
department of ophthalmology, University of Maryland Medical System. 

In addition, the department also conducts graduate studies in ocular biochem- 
istry in collaboration with the Graduate School. Facilities for postdoctoral studies 
are available. 


Professor and ("hair 
Benjamin F. Trump, Ml ) 

The primal}' goal of the department of pathology is the better understanding ol 

human disease with emphasis on mechanisms of disease mk\ changes occurring at 
the subcellular level and in molecular terms. The student achieves this goal in three 
phases: 1) by acquiring the basic principles ('I pathology au^\ applying those princi- 
ples to the diagnosis and study of health care delivery as expressed in diagnostic areas 

Departments of the School of Medicine 1 05 

such as surgical pathology, clinical pathology, cytology, forensic pathology and 
autopsy pathology; 2) by establishing a philosophy of critical evaluation and judg- 
ment concerning the problems of health and disease in humans; and 3) by develop- 
ing feelings of personal responsibility and ethics for the practice of medicine. 

The department's philosophy is that the study of disease includes both structure 
and function and is carried out from the level of the patient to that of the molecule. 

The student is exposed to anatomical and clinical hospital pathology services 
with additional training at Baltimore Veterans Affairs Medical Center and other 
local hospitals. 


The department of pathology faculty teach primarily in the second year in the 
Immunology, Host Defenses, Infectious Disease, Epidemiology and Preventive 
Medicine block, and in the Pathophysiology and Therapeutics block. Faculty also 
teach in other freshman-year blocks. Pathophysiology and the study of the mech- 
anisms of disease as well as morphology are stressed. 


Supplementing the core program are more than 12 elective course offerings for 
medical students. These opportunities span a wide range of departmental activities 
from system-oriented courses such as renal, pulmonary, neurological or cardiovas- 
cular pathology to process-oriented instruction such as environmental pathology, 
carcinogenesis and research seminars. The latter are conducted with the aid of a 
number of guest speakers who are leading authorities in their fields. Research and 
clinical preceptorships are encouraged. 

Other courses are of more general interest and include seminars in clinical 
pathology or clinical clerkships in Baltimore area hospitals. Medical students also 
have access to courses in experimental pathology such as histochemistry, tissue cul- 
ture or pathological biochemistry. 

Advanced Accelerated Program in Pathology (AAPP). The AAPP admitted the 
first group of students in the fall of 1975 in an effort to permit early specialization 
and target-oriented education. The track in pathology begins in the freshman year. 
It makes use of all the resources of the department of pathology and includes three 
types of experience: 1) exposure to the practice of pathology, 2) study of one 
selected field of emphasis; 3) exposure to research. Up to five students may be 
admitted during their first year. They are required to fulfill all the requirements of 
the track; however, they are not committed to seek a career in the field of pathol- 
ogy. The training in the track program should provide the student with the knowl- 
edge of a one-year residency program. Time spent in training within the track 
program can count toward elective or residency time. (Dr. Mergner) 

106 School of Medicine 


Research efforts in the department of pathology focus upon the pathobiologic 
mechanisms of human disease at the cellular, subcellular and molecular levels. Cur- 
rent projects involve a broad spectrum of diseases which include cancer, immuno- 
logic disease, heart disease, shock, infectious disease and aging. 

Cancer research efforts focus upon accurately defining the sequence of events 
within cells following their exposure to confirmed carcinogens, mutagens and envi- 
ronmental toxins. This involves the development of varied strategies for assaying 
human risk from environmental pollutants and the development of animal and fish 
models for human disease with environmental etiologies. 

Research efforts in heart disease are directed toward providing a definitive 
description of the mechanisms that lead to cell death subsequent to the depletion 
or complete loss of oxygen supply. Identification of parameters whose manipula- 
tion might result in impeding or halting cell death and development of improved 
methods of therapy for preventing the damaging effects of shock are integral com- 
ponents of this research. 

Faculty research projects focus on the delineation of the mechanism by which 
microbes invade and destroy human cells; the identification of microbial antigens 
with the capacity to elicit an autoimmune disease in the host; the study of mecha- 
nisms of immunologic injury as related to complement-mediated lysis; immune 
complex diseases and autoimmunity; and the analysis of the events leading to cell 
death as a consequence of the normal process of aging. 


The department of pathology offers programs of study leading to the PhD degree 
or the combined MD/PhD degree in medical pathology, the PhD degree in foren- 
sic toxicology and the MS degree in pathology. Areas of concentration offered in 
the MS degree program are medical pathology (including anatomic pathology and 
clinical chemistry) and forensic toxicology. The masters and doctoral programs 
train individuals for research and service in pathology and related fields. Research 
programs use modern techniques, including x-ray microanalysis, quantitative 
microscopy, flow cytometry with cell-sorting capability, spectrofluorometry and 
calcium imaging. 

The program leading to the PhD in medical pathology includes comprehensive 
training in experimental pathology with emphasis on the pathogenesis of cell injury 
and carcinogenesis; environmental pathology; and immunology. Students working 
toward combined MD/PhD degrees in medical pathology are enrolled simultane- 
ously in the School of Medicine and the Graduate School in specially tailored pro- 
grams designed to meet their specific goals and research interests as 
physician-scientists. The PhD program in forensic toxicology (legal medicine) 
includes comprehensive training in toxicology, gross anatomic pathology related to 

toxicology, instrumental analysis, medicinal chemistry and pharmacology . 

Departments of the School of Medicine I 07 

The program leading to an MS degree in pathology is highly individualized. 
Concentrations in medical pathology and forensic toxicology are designed for stu- 
dents seeking training in laboratory work and research methods. Training in 
anatomic pathology, one of three such programs in the United States, prepares stu- 
dents for certification as a pathologist's assistant. Training in clinical chemistry pre- 
pares individuals for certification in clinical chemistry and for advanced work in 
this discipline. 

For details of admission requirements and course offerings, see the pathology 
section in the Graduate School catalog. 


Professor and Chair 
Michael A. Berman, MD 

The efforts of the department of pediatrics are directed towards providing the best 
possible services for children while deriving an educational program to meet the 
needs of individual students, physicians and other health care workers. By prepar- 
ing physicians and other health care professionals to provide high quality, compre- 
hensive developmentally appropriate care for infants, children and adolescents, the 
department can best satisfy the vital need for child health services in the commu- 
nity. Included among the providers of health care are not only pediatric generalists, 
but also basic scientists, health educators, subspecialists, medical center academi- 
cians, community health planners and students of all of these disciplines. The 
department of pediatrics seeks to play a dynamic role in the development of these 
health professionals throughout all levels of their education — undergraduate, grad- 
uate and postgraduate. 

A clinical clerkship experience is offered with inpatients, full-term infants and 
ambulatory patients. A wide variety of electives is also available providing oppor- 
tunities to explore aspects of preclinical and clinical pediatric research, additional 
individualized inpatient and ambulatory clinical clerkships, specific preceptor- 
ships, subspecialty experiences and community pediatrics. 


The research efforts of the department of pediatrics are directed toward under- 
standing a wide range of pediatric problems. These studies employ sophisticated 
research strategies and the newest technical equipment to obtain answers to prob- 
lems in the perinatal, neonatal, childhood and adolescent periods. Several major 
categories of research include an investigation into the causes and treatments of 
mental retardation, a multidisciplinary examination of the various aspects of sud- 
den infant death syndrome, the examination of immunological and microbiologi- 
cal factors associated with problems of early development, a series of studies related 
to neonatal metabolism, studies on perinatal transmission of HIV and pediatric 

108 School of Medicine 

AIDS, and a well-defined group of psychological studies. These and other research 
efforts have been successfully integrated into the service and teaching program 
within the department. 


First Year 

Pediatric faculty participate in the Human Behavior block, discussing aspects of 
growth and development, and in Introduction to Clinical Practice (ICP), with pre- 
sentations on varying aspects of childhood and pediatric care. 

Second Year 

PEDI 521. Pediatric Physical Diagnosis. Individualized experience is offered in 
taking a pediatric medical history and in learning the techniques used in the exam- 
ination of infants, children and adolescents. This will be part of the Introduction 
to Clinical Practice longitudinal experience in the second year of the new curricu- 
lum. (Dr. Lentz) 

Third Year 

PEDI 530. Clerkship. Students are assigned as clinical clerks for a period of six 
weeks at the University Hospital and Mercy Medical Center. Each of these facili- 
ties provides clinical experience in inpatient pediatrics (including nurseries) as well 
as in ambulatory services for children and adolescents. Students are also offered 
experience in the pediatric subspecialty clinics and are scheduled to work with pedi- 
atricians in private practice in the community. 

Regularly scheduled conferences include pediatric subspecialty areas and are 
supplemented with chart conferences, case discussions, evaluations of neonatal 
mortality and journal reviews. Small group tutorials cover concepts of pathophys- 
iology, diagnosis and therapeutic management of common pediatric problems. 
The total impact of the illness on the child and family is emphasized. The student 
is encouraged to become familiar with all aspects of pediatric practice. (Dr. Nair) 

Fourth Year 

PEDI 540. Pediatric Electives. The variety of elective experiences include student 
internships in lull-term and intensive care nursery settings, on wards and within 
ambulatory care centers. Laboratory research studies may be pursued as well as 
experiences in specific pediatric subspecialties. Please refer to the medical school 
electives catalog. (Dr. Ciladstein) 

PEDI 548. There is a possibility of spending the required eight-week senior student 
internship on the pediatric wards of the University of Maryland Medical System. 

PEDI 541. Pediatric ambulatory sites are available tor the required eight-week 

senior ambulatory rotations. 

Departments of the School of Medicine I 09 

Minimester Electives 

The department offers a wide range of experiences including some in preclinical 
and clinical research. For a complete listing, please refer to the medical school min- 
imester catalog. 


Professor and Chair 

Edson X. Albuquerque, MD, PhD 

The department's teaching objectives are to provide medical and graduate stu- 
dents with those principles underlying the distribution, metabolism, mechanism 
of action and toxicity of therapeutic agents or substances. An overriding goal of 
the medical school teaching program is to convey the fundamental principles of 
basic and clinical pharmacology and therapeutics through an interdisciplinary 
teaching effort which brings together faculty from this department and those from 
other basic science and clinical departments. The faculty of the department of 
pharmacology and experimental therapeutics therefore provide substantial lead- 
ership and participation in the Pathophysiology and Therapeutics course given 
during the second year of the medical curriculum. When needed, the department 
also provides its teaching expertise to other courses throughout the four years of 
the medical curriculum. 


At the graduate level, there are three defined areas of study (tracks): oncopharma- 
cology, neuropharmacology and pharmacological biotechnology. All three tracks 
incorporate: 1) training in modern techniques of pharmacology (molecular biol- 
ogy, receptor biochemistry, cell biology, tissue culture, radioimmunoassay, elec- 
tron microscopy, traditional electrophysiology, patch clamping, etc.); 2) research 
directed toward study of new drugs and increasing effectiveness of existing drugs 
used in treatment of human diseases; 3) research to better understand actions of 
drugs and toxins on various organ systems. The department welcomes medical stu- 
dents into graduate research through the MD/PhD Program in the School of 

The Graduate School catalog describes the graduate courses and electives which 
are also available to medical students and includes introductory courses for each of 
the three tracks (neuropharmacology, oncopharmacology, pharmacological 
biotechnology). Some of the available courses are: biochemical pharmacology, 
developmental neurobiology, endocrine pharmacology, fundamentals of mem- 
brane transport, fundamentals of pharmacology, introduction to membranes, ion 
channels, molecular neuropharmacology, molecular oncopharmacology, pharma- 
cological biotechnology, and synaptic physiology and pharmacology. 

School of Medicine 

Faculty also offer elective summer courses tailored to the didactic and research 
needs of individual students. Students should consult the course master or gradu- 
ate program director for further details. 


Associate Professor and Chair 
Clarence W. Hardiman, PhD 

The School of Medicine offers an entry level Master of Physical Therapy Program 
at the University of Maryland at Baltimore. As an integral part of the health care 
delivery team, students and faculty strive to provide the best possible health care 
and service to their community and state. To meet these standards, the department 
maintains a well equipped faculty practice clinic; active research laboratories for fac- 
ulty and students and an award winning audiovisual production facility that dis- 
tributes educational programs nationwide. 

Students complete three years of preprofessional course work prior to beginning 
their studies on this campus and three years of professional course work at UMAB 
leading to Masters of Physical Therapy. In the third year, students have the oppor- 
tunity to select elective courses and customize their program. Current offerings are: 
neurology, orthopedics, pediatrics, geriatrics or general (more than one area). Areas 
of elective concentration may vary according to student demand and faculty exper- 
tise. While all students become familiar with research methodology by writing a 
proposal, those who wish to complete a published study have this opportunity as a 
part of their area of concentration. 


Clinical education is an essential part of the physical therapy program at UMAB. 
Currently, the department is affiliated with more than 260 facilities throughout the 
country. Clinical experiences are provided in general acute, rehabilitation, ortho- 
pedic/sports medicine, neurology, pediatric, geriatric, extended care, home health 
and community health settings locally and throughout the United States. 

The clinical education program is divided into three practicum periods totaling 
26 weeks of full-time experience. During the clinical practicums, the student has 
the opportunity to integrate knowledge gained from courses and to expand their 
skills in evaluation, treatment and interpersonal communication. 

The MPT degree is also available to those who have completed a\\ entry-level 
BS degree in physical therapy. The length of study expected will be one to two years, 
depending upon lull- or part-time enrollment and the therapists' background. 

Departments of the School of Medicine I I I 

For additional information contact: 

Department of Physical Therapy 

School of Medicine, University of Maryland at Baltimore 

Allied Health Building 

100 Penn Street 

Baltimore, Maryland 21201 



Professor and Chair 
Mordecai P. Blaustein, MD 

The department of physiology provides lecture, laboratory and seminar courses in 
the principles of human physiology for medical students. Also offered are advanced 
courses in specialized areas of physiology for graduate students, fellows and inter- 
ested medical students (see Graduate School catalog). 


The faculty of the department of physiology is dedicated to elucidating funda- 
mental new information about the mechanisms that underlie physiological 
processes. Many of the departments research programs focus on four general areas: 
cell and membrane physiology, neurobiology, endocrinology and cardiovascu- 
lar/renal physiology. The research programs encompass a number of topics with 
direct clinical relevance, including projects related to aging, cardiac arrhythmias, 
reproduction and contraception, diabetes, epilepsy and hypertension. Medical stu- 
dents are encouraged to participate in research activities during summer and other 
elective periods. Opportunities for combined MD/PhD training are also available. 


First and Second Years 

The department of physiology is a major participant in the freshman curriculum 
with faculty teaching primarily in Neurosciences (Block V) and Functional Systems 
(Block VI) in the first year. 

Other Opportunities. Various elective courses, advanced seminars and research in 
special areas of physiology are open to interested students during the independent 
study or senior elective period or other free time. A combined MD/PhD program 
requiring additional coursework and original research is offered for highly quali- 

I I 2 School of Medicine 

fied medical students. (See Graduate School catalog for additional advanced 

Fourth Year 

MPHY 542. Seminars in Physiology Elective. Advanced seminars in selected 
fields of physiology (e.g. cardiovascular, renal, endocrine and neural) are offered, 
usually two each semester. 

MPHY 548. Research Elective in Physiology in Selected Fields. Students may 
elect to carry out independent research programs in faculty laboratories. 


Professor and Chair 
John A. Talbott, MD 

The goal of undergraduate psychiatric education is to assist students to acquire an 
understanding of and an appreciation for the application of behavioral and psy- 
chiatric principles in patient care and health maintenance through an exposure to 
a progressive sequence of intellectual stimulations, clinical experiences and appro- 
priate professional socialization and within the interdisciplinary framework of the 
new curriculum. More specifically, the curriculum aims to assist the student in: 
1) acquiring a foundation of knowledge regarding the biological, psychological, 
sociological and humanistic aspects of the practice of medicine; 2) mastering basic 
interpersonal and psychiatric skills relevant to the management of patients with 
medical and/or emotional illness and 3) emulating attitudes and values that 
enhance the professional roles and practices of a physician. 


First Year 

Psychiatry faculty teach in Blocks II, V and VI of the freshman curriculum. 

Human Behavior. The Psychiatry Department takes the lead in teaching the 
Human Behavior Course which integrates information about human behavior 
from the biological, behavioral, and social sciences as it applies to health, illness and 
treatment across the life span in our multicultural environment. The block intro- 
duces the important biopsychosocial framework, stressing the interacting influ- 
ences of neurobiological, psychological, and socio-cultural (actors on human 
behavior, illness and physician-patient interactions. The block is made up oi lec- 
tures, small group sessions, demonstration/discussion periods and problem-based 

learning (PBL) groups. Psychiatry (acuity contribute heavily to instruction and also 

serve as small group leaders in the Introduction to Clinical Practice Course. 

Departments of the School of Medicine 

Second Year 

Psychopathology. This course is taught as part of the Neuroscience module of the 
Pathophysiology and Therapeutics block in the second year and through additional 
interdisciplinary teaching in other relevant systems (e.g., cardiovascular, endocrine, 
etc.) within the new curriculum. The core course is designed to provide students 
with the basic concepts of clinical psychiatry, including psychopathology and psy- 
chiatric treatment of mental disorders. The course format is based on brief lectures, 
audiovisual demonstrations (videotapes, films) small group discussions, problem- 
solving sessions and assigned work for self-study. 

Psychiatric Interviewing/ History Taking. This course is part of the second-year 
Introduction to Clinical Practice (ICP) course which is devoted to specialty phys- 
ical diagnosis and examination. The psychiatric course is devoted to psychiatric 
interviewing, history taking and mental status examination. The course uses a small 
group format in which groups of five students meet with an instructor for six two- 
hour sessions. A general introductory lecture is followed by the small group sessions 
where each student performs a psychiatric interview, observes fellow students per- 
forming interviews, reviews interviewing techniques and psychopathologic con- 
cepts with the small group leader. 

Third Year 

Junior Psychiatry Clerkship (6 weeks). The junior clerkship in psychiatry is the 
main clinical psychiatric experience for University of Maryland medical school stu- 
dents. It is generally taken in the third year and is a six-week intensive experience 
combining inpatient, outpatient and consultation experiences in which the student 
is exposed to an array of psychopathologies in a variety of treatment settings. Phar- 
macologic, psychotherapeutic, biological and psychosocial modalities are utilized. 
The core experiences are broken down as follows: 60 percent of time in inpatient 
settings, 20 percent of time in ambulatory settings and 20 percent of time in didac- 
tic seminars and clinical case conferences. 

Students work under the preceptorship of a psychiatry attending and resident. 
Students are assigned approximately three patients from the inpatient service and 
serve as their primary therapist. This responsibility and involvement with patients 
provides an ideal setting in which the student may apply the biopsychosocial con- 
cepts learned in the first-year behavioral social sciences course with the concepts of 
psychopathology and clinical skills of psychiatric interviewing, history taking and 
mental status examination acquired in the second-year courses. The student 
assumes an integral role on the multidisciplinary team and ward milieu. 

Students are also given clinical exposure to patients with psychiatric or behav- 
ioral problems in a variety of other settings. These are generally comprised of four- 
hour per week assignments with psychiatric faculty in outpatient consultation 
settings. Current assignments include a university consultation-liaison service, an 
emergency walk-in clinic, addiction consultation service, a methadone clinic, a 
community mental health clinic, a university diagnostic and evaluation clinic, a 
psychiatric liaison to an HIV clinic and several addiction outpatient settings. 

I 14 School of Medicine 

The scope of didactic courses includes six six-hour seminars in: psychopathol- 
ogy, psychotherapy modalities, consultation/liaison, child psychiatry, substance 
abuse and psychopharmacology, as well as a clinical case conference focusing on 
interviewing, diagnostic and treatment skills. 

Students are also assigned night-call with a psychiatric resident as part of their 
rotation. Evaluation is based upon individual preceptor evaluations (50 percent), a 
multiple-choice examination (30 percent) and an oral examination (20 percent) 
given by psychiatric faculty. 

The clerkship involves student assignments to the following training sites: Insti- 
tute of Psychiatry and Human Behavior (IPHB-UMMS), Walter P. Carter Center 
(WPCC-UMAB), Spring Grove Hospital and the Baltimore Veterans Affairs Med- 
ical Center. 


The department of psychiatry offers elective courses in all four years of the medical 
curriculum. Elective courses offered in the senior year include: inpatient psychia- 
try, community psychiatry, emergency psychiatry, forensic psychiatry, child psy- 
chiatry, geriatric psychiatry, substance abuse and consultation/liaison psychiatry. 

Combined Accelerated Program in Psychiatry — CAPP Program. This elective 
track has become nationally visible for its success in engaging students in psychia- 
try through an advanced four-year curriculum that begins in the freshman year. 
The program has continued to admit 12 freshman students each year. From the 
first month of the freshman year, the track provides an unfolding progression of 
combined didactic and clinical experiences in the behavioral sciences and in clini- 
cal psychiatry. 


Acting Chair 

Frank M. Calia, MD, Vice Dean and 

Professor of Medicine 

The department of radiation oncology is divided into seven divisions: 1 ) education; 
2) clinical radiation; 3) radiation research; 4) clinical physics; 5) nursing; 6) admin- 
istration; and 7) outreach, representing the various areas oi interest within this spc 
cialty. All are closely interrelated to achieve improved management of the cancer 

The medical student is offered a unique and broad exposure to oncology with 
emphasis on principles of radiation oncology, biology and physics. Tins is done 
through lectures, actual case presentations, demonstrations and participation in 
new patient and follow-up clinics. General information concerning biology, 
pathology and behavior ot cancer is discussed. The indications and applications ol 

Departments of the School of Medicine I I 5 

the different types of radiation are presented. The use of combined modalities ther- 
apy in the management of the cancer patient is emphasized. 


Departmental research efforts are focused upon many areas of oncology. The use 
of radiation as a systemic treatment agent, brachytherapy, hyperthermia, neuro- 
oncology, stereotaxis, conformal therapy, 3-D treatment planning, CT simulation, 
microcirculation of tumors, tumor microenvironment, molecular oncobiology and 
fractionation schemes represent several departmental research interests. 


Third Year 

During a three-week rotation through radiology, radiation oncology and nuclear 
medicine, students will spend three days in radiation oncology. A series of lectures 
and demonstrations familiarize students with the principles of the specialty. Stu- 
dents also participate in conferences, clinics and direct patient management. 

Fourth Year 

Elective in Radiation Therapy. Students interested in oncology are offered an 
opportunity to participate as members of the radiation oncology team. They 
become familiar with the evaluation, management and follow-up of cancer 
patients. Included are treatment planning, dosimetry, the use of interstitial and 
intracavitary sources of radionuclides, remote afterloader and gamma knife. 


An approved four-year residency program in radiation oncology is offered at the 
University of Maryland Medical System. Teaching is carried out through didactic 
lectures, clinics and numerous teaching conferences, with emphasis on patient care, 
under the supervision of full-time staff. Elective time is spent in related oncologi- 
cal specialties to promote the multidisciplinary concept of management of patients 
with cancer. The department enjoys state-of-the-art equipment and operates sev- 
eral sites both on an off campus, which include: the University Physicians Profes- 
sional Building and a new main facility in the Gudelsky Tower expansion to the 
University of Maryland Medical System. 

16 School of Medicine 


Professor and Chair 
Anthony L. Imbembo, MD 

The department of surgery is organized into 10 divisions: general surgery, emer- 
gency medicine, neurological surgery, orthopedic surgery, otolaryngology-head 
and neck surgery, plastic and reconstructive surgery, surgical critical care, surgical 
services for infants and children, thoracic and cardiovascular surgery, and urology. 
Many faculty participate in the teaching of anatomy, pathology and physiology, 
and almost all participate in formal courses offered during the clinical years. Dur- 
ing the junior year, all students must complete the 12-week clinical clerkship in 
surgery. Six weeks are spent in general surgery with the remaining time divided 
among specialty rotations of the students' choosing. The general surgical clinical 
rotations are based at the University of Maryland Medical System, Mercy Medical 
Center and the Baltimore Veterans Affairs Medical Center. 

Electives in surgical research and summer fellowships are available to students 
in all four years. More extensive clinical experience with greater patient responsi- 
bility is offered by all divisions as subinternships and electives during the fourth 

The surgical clerkship exposes the student to disease entities that can or should 
be treated by operative intervention and to the physiologic and metabolic conse- 
quences of such intervention. Students learn to recognize conditions that will 
require surgical consultation. They gain an appreciation of wound care as well as 
familiarity with basic emergency procedures. This course of study enables the 
future family practitioner, internist, pediatrician or psychiatrist to discuss probable 
treatment and prognosis of various surgical diseases with their patients. Further, 
students are given the opportunity to explore various surgical disciplines and to par- 
ticipate fully in the daily activities of the surgical teams. 

Graduates of approved medical schools may be considered for residencies in 
general surgery, emergency medicine, neurological surgery, orthopedic surgery, 
otolaryngology-head and neck surgery, pediatric surgery, plastic and reconstructive 
surgery, surgical critical care, thoracic and cardiovascular surgery and urology. 

Departments of the School of Medicine I I 7 


Professor and Head 
Anthony L. Imbembo, MD 


First Year 

Faculty members of the department of surgery participate in the Structure and 
Development, Neurosciences, and Functional Systems blocks of the first year of 
the undergraduate curriculum. 

Third Year 

The teaching of general surgery is conducted on the inpatient services of the Uni- 
versity of Maryland Medical System, Baltimore Veterans Affairs Medical Center 
and Mercy Medical Center. Students are divided into groups for continuous assign- 
ment to individual patient services. Selected patients are assigned to individual stu- 
dents who are expected to record a complete history, the results of a physical 
examination and required laboratory studies. The differential diagnosis, final diag- 
nosis and recommendations for therapy must be developed. Operating room par- 
ticipation, supervised direct patient care and attendance at outpatient clinics are 
required as part of the emphasis on continuity of patient responsibility. The pro- 
gram is designed to provide the student with a broad overview of the fundamentals 
of the discipline in the clinical environment by emphasizing contact with a wide 
variety of adult and pediatric patients. Clinical problems encountered usually 
include surgical infections, neoplasms, trauma, endocrine disorders, vascular dis- 
ease, gastrointestinal problems, metabolic disorders and congenital defects. 

The student is responsible for a core curriculum of surgical knowledge. Empha- 
sis throughout the course is placed on problem solving through correlation of basic 
science information with clinical diagnosis and management. Didactic instruction 
is provided through lectures, small discussion groups, clinical conferences and 
grand rounds. Final evaluation is based upon clinical performance and a compre- 
hensive examination. 

Fourth Year 

The department of surgery offers four week subinternships in general surgery at 
University Hospital and the Veterans Affairs and Mercy Medical Centers for those 
students interested in a career in surgery or seeking to expand their knowledge of 
surgical science. Various clinical electives in general surgery are offered at the Uni- 
versity of Maryland Medical System, Mercy Medical Center and York Hospital. 
Electives include general surgery, trauma surgery, vascular surgery, transplantation 
surgery and surgical intensive care. 

Senior students are expected to be an integral part of the surgical team. Under 
supervision, they assume responsibility for initial patient evaluation in the clinics 

I 18 School of Medicine 

and emergency room, participate in pre- and postoperative care, attend the opei 
ating room, participate in clinical conferences and take night call. 


A fully accredited residency in general surgery is based at the University of Mary- 
land Medical System, incorporating important clinical experience at Mercy Med- 
ical Center and the Baltimore Veterans Affairs Medical Center. The program offers 
five years of clinical experience with graded responsibility and one year of basic 
investigation. Additionally, a fellowship in surgical endoscopy and laparoscopic 
surgery is available. 


Professor and Head 
Robert A. Barish, MD 


Third Year 

During the third year, students are able to evaluate patients in the emergency room 
setting as part of the various surgical teams to which they are assigned during the 
basic surgical clerkship. They begin to establish priorities for expedient formula- 
tion of differential diagnoses and prompt intervention. 

Fourth Year 

The division of emergency medicine offers a one-month elective during the senior 
year. Under direct supervision, the student functions as an intern, evaluating t he- 
patient by means of a complete history and physical examination and appropriate 
laboratory studies. Faculty offer monthly anatomic laboratories during which stu- 
dents learn minor procedures and suturing techniques. Didactic sessions include 
lectures and teaching rounds. Each student spends one shift riding an ambulance 
with Baltimore City paramedics. 


The University of Maryland offers an accredited three-year residency program in 
emergency medicine. Residents rotate through Mercy 1 [ospital, the R Adams ( m\ 

ley Shock Trauma ( enter, as well as the University 1 {ospital which is the principal 
teaching facility lor the program. 

Departments of the School of Medicine I I 9 


Professor and Head 
Howard M. Eisenberg, MD 


Third Year 

During the third year, students may choose to spend three weeks on the neurosur- 
gical service as part of the basic surgical clerkship. Opportunities are provided for 
observing neurosurgical procedures and participating in all service activities. 

Fourth Year 

A fourth-year elective is available in general neurosurgery. Student responsibilities 
are significantly enhanced in the operating room and in providing patient care. Spe- 
cial preceptorships in pediatric neurosurgery, neuro-oncology and neurotrauma- 
tology are also offered. 


A training program in neurological surgery is available to graduates of accredited 
medical schools who have completed one year of general surgical residency. The 
five-year program is based at the University of Maryland Medical System. 


Professor and Head 
John E. Kenzora, MD 


Third Year 

As part of the basic surgical clerkship, general principles of orthopedic surgery are 
taught and students are introduced to fracture recognition and management, 
orthopedic reconstructive surgery and to common outpatient conditions affecting 
the musculoskeletal system. Students electing a clinical rotation during the clerk- 
ship participate in patient diagnosis and treatment, as well as operative procedures. 
They receive practical instruction in the use and application of various splints and 
casting techniques. Student conferences and didactic sessions are conducted to sup- 
plement the division's intensive academic program. 

120 School of Medicine 

Fourth Year 

Senior students may participate in one-month electives during which they obtain 
internship-level clinical and surgical experience. The elective is offered on each of 
the University Hospital services and at the Shock Trauma Center. Students par- 
ticipate in weekly orthopedic conferences and seminars. Each of the senior electives 
is under the direction of a full-time member of the orthopedic faculty. 


The Division of Orthopedic Surgery offers an accredited four-year residency pro- 
gram. Clinical and surgical experiences are obtained on the foot, hand, tumor and 
chronic spine services at the University Hospital. Experience with major trauma 
and spinal injury is obtained at the Shock Trauma Center. The pediatric orthope- 
dic service is based at the James Lawrence Kernan Hospital. An intensive academic 
program in basic science and clinical orthopedic surgery has been developed for res- 
ident education. Each resident has a mandatory research assignment. 


Professor and Head 
Douglas E. Mattox, MD 


Third Year 

The division provides an introduction to the diseases of the head and neck. Expo- 
sure to patients with communication disabilities and impairments in hearing, 
speech or language also occurs. Through lecture and direct tutorial instruction, stu- 
dents obtain clinical experience ultimately relevant to a wide variety of fields, 
including family practice, pediatrics, general surgery, neurosurgery and psychiatry, 
as well as otolaryngology-head and neck surgery. 

1 hird-year students who elect otolaryngology-head and neck surgery as part oi 
the surgical clerkship are introduced to the care of patients with diseases of the cars, 
nose and throat. Introductory speech pathology, auditor)' physiology and basic 
audiologic techniques are presented to each group. Fundamental elements of oto- 
laryngologic diagnosis and therapy are stressed. 

Fourth Year 

A one-month elective in clinical otolaryngology-head and neck surgery is offered 

at the University Hospital. I he Student functions as an integral member ot (In- 
patient care team. 

Departments of the School of Medicine I 2 I 


A fully accredited four-year residency program in otolaryngology-head and neck 
surgery is offered at the University Hospital. Residents must complete one year of 
general surgical training prior to entering this program. 


Proofessor and Head 
Nelson H. Goldberg, MD 


Third Year 

As part of the basic surgery clerkship, students may elect a rotation on the plastic 
surgery service at the University Hospital. Emphasis is placed on learning the prin- 
ciples of wound healing, wound care and reconstruction of post-traumatic or abla- 
tive defects. Students are also introduced to the treatment of congenital 
abnormalities and cosmetic problems in both the inpatient and ambulatory envi- 
ronments. Daily teaching rounds provide students with an opportunity to partici- 
pate in case presentations. Students accompany patients to the operating room and 
attend all teaching conferences. 

Fourth Year 

A one-month elective is available to senior students interested in plastic and recon- 
structive surgery. Under supervision, the student functions as a subintern taking 
responsibility for pre- and postoperative care of selected patients. 


The University of Maryland at Baltimore and Johns Hopkins University offer a 
combined three-year residency program in plastic and reconstructive surgery. Each 
year, three residents enter this fully accredited residency training program and, 
upon completion, are eligible for examination by the American Board of Plastic and 
Reconstructive Surgery. Training takes place at the University Hospital, the Johns 
Hopkins Hospital, the R Adams Cowley Shock Trauma Center, Francis Scott Key 
Medical Center, Union Memorial Hospital, Children's Hospital and the Baltimore 
Veterans Affairs Medical Center. 

122 School of Medicine 


Professor and Head 
Donald S. Gann, iMD 


Third Year 

All students follow their assigned patients during critical care unit stays as part of 
each rotation during the basic surgical clerkship. In addition, a three-week rotation 
in the surgical intensive care unit may be selected as part of the clerkship experience. 

Fourth Year 

During the fourth year, a one-month elective is available in the surgical intensive 
care unit. The student receives intensive exposure to all aspects of surgical critical 
care. Didactic conferences and teaching rounds are an important part of the expe- 
rience. This elective is excellent preparation for residency training. 


Fellowship training in surgical critical care is available in a fully accredited one year 
program. Clinical experience is obtained at the University Hospital and the Shock 
Trauma Center. Candidates must have completed general surgical training to be 
eligible for this program. Research fellowships are available through a Trauma 
Training Grant awarded by the National Institutes of Health. 


Professor and Head 
J. Laurance Hill, MD 


Third Year 

The division of surgical services for infants and children aims to provide students 
with a perspective on the unique problems encountered when caring for patients 
with pediatric surgical illness, to teach management of these often complex prob 

lems and to introduce the delicate surgical techniques developed especiall) tor 
young patients. 

Departments of the School of Medicine I 23 

As part of the basic surgical clerkship, students may elect to spend three weeks 
with the pediatric surgical team. Each is assigned patients to evaluate preopera- 
tively, to accompany to the operating room and to help manage during the post- 
operative period. Emphasis is placed on differential diagnosis, embryology, 
anatomy and developmental pathophysiology. Patients range in age from prema- 
turity to adolescence. Exposure to the nursery, pediatric emergency room and 
intensive care units is an integral part of the experience. Didactic instruction is pro- 
vided in the operating room, during teaching rounds, by case presentations and in 

Fourth Year 

During the senior year, students may choose a one-month elective on the pediatric 
surgery service functioning, under supervision, as a subintern. 


The University of Maryland at Baltimore-Johns Hopkins University integrated 
training program in pediatric surgery offers an accredited two-year residency. The 
program requires board eligibility in general surgery with candidates applying dur- 
ing the fourth year of general surgery training. This residency participates in a 
match program with 25 centers in the United States and Canada. 


Professor and Head 
Joseph S. McLaughlin, MD 


Third Year 

During the basic surgical clerkship, students can elect a specialty rotation on the 
cardiothoracic service. They participate, along with the resident staff, in all service 
activities, patient care responsibilities and teaching conferences. 

Fourth Year 

The goal of the one-month senior elective in cardiothoracic surgery is to present, 
in a clinical setting, the basic pathophysiologic principles of thoracic and cardio- 
vascular surgery. The student becomes an integral member of the patient care team 
and, under supervision, participates in the capacity of an intern. Emphasis is placed 
on diagnosis and management of the patient with surgical heart disease. 

24 School of Medicine 


The three-year residency program is accredited by the Residency Review Commit- 
tee of Thoracic Surgery. Applicants must be eligible for the American Board of 
Surgery examination on admission to the program. Residents are given an oppor- 
tunity to assist and then perform all types of cardiothoracic operative procedures, 
with a particular emphasis on adult cardiac surgery. Excellent experience in general 
thoracic surgery is also provided. 


Professor and Head 
Stephen C. Jacobs, MD 


Third Year 

The curriculum is designed to introduce urologic principles as they relate to preser- 
vation of health through maximum renal function, normal urine storage and trans- 
port, an acceptable voiding pattern, treatment and prevention of urinary infection, 
identification and management of neoplasms of the urinary tract and male repro- 
ductive system and management of urolithiasis. Instruction is also given on disor- 
ders of the male reproductive tract including infertility and disturbance in sexual 

During the basic surgical clerkship, students can elect a specialty rotation on the 
urologic service at either the University Hospital or the Harbor Hospital Center. 
Each student is assigned patients to evaluate, follow and present to members of the 
faculty. Daily rounds and conferences are held. The students observe and partici- 
pate in diagnostic and operative procedures and attend the outpatient clinic. 

Fourth Year 

Senior students may participate in a one-month elective in urology at the Univer- 
sity of Maryland Medical System. 


The residency program consists oi five years of urologic training following two pre 
requisite years of general surgery. In addition to four years ol clinical training, one 
year is devoted to basic investigation in the laboratories oi the division. 

Departments of the School of Medicine I 25 

Programs of the School of Medicine 



Louis J. DeTolla, Jr., VMD, PhD 

The Program of Comparative Medicine, established in 1989, is defined as the char- 
acterization of animal models of human disease for biomedical research and the use 
of such models to advance understanding of disease or biological processes. Com- 
parative Medicine contributes to the School of Medicine by providing accredited 
services for laboratory animal care through Veterinary Resources, collaborative 
research, professional development of veterinary physicians and staff, formal train- 
ing of veterinarians in residence, and a resource for information and instruction on 
the use of laboratory animals in research. 

A three-year, full-time specialty training program in laboratory animal medicine 
is offered to prepare residents for board certification in the American College of 
Laboratory Animal Medicine (ACLAM). Applicants must have the DVM degree 
or equivalent from an accredited school of veterinary medicine, three years of full- 
time clinical practice experience, demonstrated interest/experience in laboratory 
animal species and research aptitude/experience. The program trains veterinarians 
in clinical laboratory animal medicine, surgery, pathology, laboratory diagnostics, 
husbandry, administration, legal aspects of animal care and use and biomedical 
research and includes assignment to clinical and laboratory rotations, coursework, 
seminars and contributions to scientific meetings. Research endeavors include vac- 
cine development, transgenic animal production, infectious diseases, gene therapy, 
diagnostics and medical primatology. 

The program also provides veterinary medical services to the Dental School, the 
School of Pharmacy, the University of Maryland Baltimore County and the Balti- 
more Veterans Affairs Medical Center. In addition, there are active working rela- 
tionships with the Baltimore Zoo, the Comparative Medicine Division of Johns 
Hopkins University School of Medicine, Towson State University and the Geron- 
tology Research Center of the National Institute on Aging. The director serves as 
chair of the Animal Policy Committee of the National Aquarium in Baltimore and 
directs an externship program for senior veterinary students of the Virginia/Mary- 
land Regional School of Veterinary Medicine. The director also serves as director 
of UMAB Veterinary Resources and is responsible for the maintenance of UMAB's 
accreditation by the American Association for the Accreditation of Laboratory Ani- 
mal Care (AAALAC). Faculty have primary academic appointments in various 
clinical and basic science departments and secondary appointments in Compara- 
tive Medicine. 

126 School of Medicine 



Ernest C. Borden, MD 

The University of Maryland Cancer Center was established in 1982. Its history 
dates back to 1 965 when the National Cancer Institute's Division of Cancer Treat- 
ment created the Baltimore Cancer Research Center at the Baltimore U.S. Public 
Health Service Hospital. 

In 1974 the center moved to the University- of Man-land at Baltimore (UMABj 
and remained an intramural NCI program under contractual arrangement between 
the NCI and UMAB until 1982 when it became the University- of Man-land Can- 
cer Center. The clinical effort of the center was established as a separate clinical 
entity- within the University- of Man-land Medical System. Within the School of 
Medicine and the other UMAB schools the Cancer Center sen*es as the umbrella 
for all cancer-related activities on campus. The Cancer Center faculty- have acade- 
mic appointments in various clinical and basic science departments of the School 
of Medicine and other UMAB schools such as Pharmacy, Dentistry- and Social 

Activities of the Cancer Center include basic and clinical cancer research, stu- 
dent and house officer teaching and a strong focus on aggressive treatment with 
intense patient care in the 56-bed inpatient and outpatient sen-ices of the Cancer 
Center. In addition to full-time attending sen-ices on medical oncology and hema- 
tology, Cancer Center faculty members provide a uniquely supportive program 
involving a multimodaliry approach to the treatment of patients with primary/sec- 
ondary malignancy- involving the central nenous system and lungs as well as 
patients on the gynecological and surgical senices of oncology, genitourinary, oto- 
laryngology-head and neck surgery and neuro-oncology. 

The University- of Man-land Cancer Center is a strong participant in new drug 
development and performs research on new anticancer drugs. Virtually every 
important drug in use in oncology today has been tested in this program, and the 
center has contracts in both the public and private sectors with a commitment to 
clinical and laboratory- research. Pilot studies and Phases I, II and III Trials arc per- 
formed, which range from testing efficacy and potential applicability of a given 
treatment program and establishing dose and toxicity limitations of new drugs, to 
comparing treatment programs for superiority of treatment, toxicity and outcome. 
I hese studies tend to be definitive treatment programs that have major impact on 
the practice of oncology nationwide. The (acuity has a strong commitment to 
interinstitutional cooperative scientific trials and cancer research. 

1 he Cancer Center S laboratory of Immunology Research generated safety and 
efficacy data that played a key part in obtaining IDA approval for clinical u 
genetically engineered recombinant alpha interferon. Since 1 982 the C lancet ( en- 
ter has played an important role in studies of acquired immunodeficiency syn- 
dromes 'AIDS) and related disorders. 

Programs of the School of Medicine I 27 

Students and residents participate in weekly grand rounds and conferences, and 
students are encouraged to become involved in research projects with Cancer Cen- 
ter faculty. The Cancer Center sponsors an ongoing cancer research seminar series 
which attracts nationally known speakers. 



Howard M. Eisenberg, MD 

The R Adams Cowley Shock Trauma Center at the University of Maryland Med- 
ical Center is a multidisciplinary clinical, educational and research institution 
devoted to the care of trauma patients. As defined in Maryland law, the Shock 
Trauma Center is the "core component of the state's emergency medical system 
and shall continue to serve as the state's primary adult trauma clinical resource cen- 
ter" for Maryland's comprehensive system of emergency services. The Center is the 
designated statewide referral site for patients with multisystem injury, acute com- 
plex orthopedic injury, spinal cord and column injuries, brain injury and patients 
who are at risk for multiple organ dysfunction and who require musculoskeletal 
reconstruction or hyperbaric medicine therapy. 

The Program in Trauma is a multidisciplinary academic unit in the School of 
Medicine. The Program encompasses clinical care, education and research activi- 
ties. The faculty in the program have faculty appointments in the appropriate 
department within the School of Medicine or the Dental School. An academic divi- 
sion of General Trauma Surgery has been established within the Department of 
Surgery. The division head is jointly appointed by the chair of surgery and the pro- 
gram director. 

The Program is dedicated to building a knowledge base through its extensive 
clinical experience and its basic and clinical research activities in the areas of trauma, 
critical care and emergency medicine. Toward this end, Shock Trauma serves as 
Maryland's principle trauma and critical care teaching site for training physicians 
and allied health professionals. Overall, the trauma surgery team training program 
has grown to 242 residents and students on two-month rotations from more than 
73 programs and schools. Students and residents participate in patient care, the 
core curriculum lecture series, case conferences and weekly grand rounds which 
attract nationally and internationally known speakers. 

I 28 School of Medicine 

Endowments and Gifts 


Dr. Herbert Berger Chair in Cardiology 

William and Man' Gray Cobey Chair in Neonatology 

Dr. John M. Dennis Chair in Diagnostic Radiology 

Dr. Martin Helrich Chair in Anesthesiology 

Dr. Maxwell Hurston Chair in Orthopedic Surgery 

Dr. Theodore E. Woodward Chair in Medicine 

Dr. John D. Young Jr. Chair in Urology 


Dr. William H. Crim Professorship 
Professorship in Dermatology 

Simon & Bessie Grollman Distinguished Professorship 
The Pamela Rose Hevey Professorship in Neurological Surgery 
Louis O. J. Manganiello, M.D. and Benjamin Hall Smith, M.D. Professorship 
in Neurosurgery 


Dr. Ruth W. Baldwin Professorship in Pediatrics 
Dr. Ipolitas Bronushas Visiting Professorship 
Dr. Joseph B. Ganey Visiting Professorship 
Aaron I. Grollman Professorship 
Dr. Charles M. Henderson Memorial Fund 
Albert R. Winner Visiting Professorship 


Dr. Thurston R. Adams I ectureship 

Alice M. Band Fund 

Dr. Herbert Berger Lectureship 

Dr. Robert W. Buxton 1 ectureship 

Dr. Charles Reid Edwards Lectureship 

Hie Charles Getz Memorial Lecture Fund 

Lecture in Emergency Medicine 

Dr. Abraham 11. Finkelstein Memorial I ectureship 

Endowments and Gifts I 29 

Dr. Julius Friedenwald Memorial Lecture 

Dr. Charles Getz Fund 

Freida B. Hildenbrand Lecture in Alzheimer's Disease 

Dr. Harry C. Hull Lectureship 

Dr. Jack Allen Kapland Lecture in Orthopedic Surgery 

Dr. Bernard S. Kleiman Lectureship 

Stephen E. and Jeffrey A. Kleiman Lectureship 

Kochman Lectureship in Rheumatology 

Dr. John C. Krantz Lectureship 

Dr. Frank C. Marino Surgical Lectureship 

Dr. Jerome K. Merlis Lectureship 

Nicholas C. and Helen R. Mueller Lectureship 

Dr. Daniel A. Nachshen Memorial Lecture in Physiology 

Dr. Maurice C. Pincoffs Educational Fund 

Plastic Surgery Lectureship 

Puerto Rican Lectureship 

Dr. Isadore A. Siegel Lecture in Obstetrics & Gynecology 

Dr. Harry L. Sponseller Lectureship 

Dr. Samuel Steinberg & Dr. H. Boyd Wylie Lectureship 

Taylor Lectureship in Neurology and Psychiatry 

Dr. Isadore Tuerk Lecture 

Dr. Henry J. Walton Distinguished Lectureship 

Dr. H. Leonard Warres Lectureship 

Dr. H. Boyd Wyle & Dr. Samuel Steinberg Lectureship 

Dr. George H. Yeager Distinguished Lectureship 

The Doctor & Mrs. Howard B. Mays Lectureship in the History of Medicine 

and/or Medical Ethics 
The Dr. Daniel J. Abramson Lectureship 
The Edmond Goidl Immunology Lectureship Fund 
The M. Carlyle Crenshaw Jr., M.D. Memorial Lectureship Fund 
The Rev. Dr. Gibson J. Wells Lectureship Fund 


Dr. and Mrs. Frederick J. Balsam Student Fellowship in Rehabilitation 

Dr. Leslie B. Barnett Student Fellowship 
Jeffery Ivan Bennett Fund 

Dr. Paul R. Brown Research Fellowship in Genito-Urinary Disease 
Jessie M. Cook Research Fellowship in Circulatory Disease 
Isaac E. Emerson Fellowship in Pharmacology 

Dr. Jose R. Fuentes Memorial Student Fellowship in Obstetrics and Gynecology 
Charles M. Hitchcock Fund 
Linda Pollin Fund 

30 School of Medicine 

Dr. Howard C. Silver Memorial Student Fellowship in Family Medicine 
John F. B. Weaver Fellowship 


Dr. Sheldon E. Greisman Prize Fund 

Elizabeth C. Macauley Memorial Award 

Kenneth L. Malinow Memorial Fund 

Elaine M. Otani Memorial 

Scharling Memorial Award 

Dr. J. W. Turner Memorial Prize 

Samuel & Frances Weinberg/Loeb Fund 

Dr. Henry F. Ullrich Fund 

Woodward Prize in Medicine 

William Yudkoff Memorial Award 

The William H. Mosberg Jr., M.D. Award for Neurosurgery 

W. Wayne Babcock Award in Surgery 


Linda Baron Fund 

Dr. Frank C. Bressler Fund 

William P. Cole Memorial Research Fund 

Myer and Etta Dana Fund 

Diagnostic Radiology Fund 

The John Edgar Faber Fund for Cancer and Heart Research 

Charles Frick Fund 

Dr. Julius Friedenwald Investigation Fund 

Malcolm L. Friedman Fellowship Fund 

Doris N. and Sylvan Frieman Perinatology Research Fund 

Dr. Maurice H. Givens Fund 

Dr. John C. Hemmeter Research in Physiology 

Jarboe Mental Health Fund 

Mary Gray Munroe Memorial Fund 

Neurosurgery B Fund 

Neurosurgery ( i Fund 

T. W. Pangborn Research Fund 

Pediatric Outpatient Clinic Fund 

Research and Education Fund 

Richard 1). Richards, MD Research Fund 

J.M.H. Rowland Fund for Research and Education 

Dr. Albert Shapiro Research Fund for Dermatology 

Fern Tauber Memorial Fund 

John L. Whitehurst Fund 

Endowments and Gifts 

Sara A. Whitehurst Fund 

The Schramek Fund for Diabetes Research 

The Schramek Fund for Cardiology Research 

The Schramek Fund for Alzheimer's Disease Research 


Dr. Burt J. Asper Memorial Fund 

Dr. Thomas B. Connor Fund in Endocrinology 

David M. R. Culbreth Fund 

Dean's Office Endowment Fund 

Dean's Support Fund 

Fund for Excellence 

Dr. Finesinger Memorial Fund 

Faculty of Physic Fund 

Nancy Kowalewski Memorial Fund 

Medical School Fund 

Dr. W. C. Meloy Memorial 

Addison E. Mulliken Fund 

Noxell Medical School Fund 

Dr. Homer U. Todd Fund 

Lois A. Young Memorial Fund 

The Dr. John E. Esnard Endowment Fund 

Rachel Gundry Fund for Psychiatry 

The Dr. Francis and Margaret B. Ellis Memorial Fund 

The Dr. Moses Paulson and Helen Golden Paulson Fund 

Endowments funding scholarships, student loan funds and other student prizes 
and awards are listed in the Financial Information and Academic Information sec- 


Alumni and friends who have made contributions to the School of Medicine of 
$50,000 and above are recognized through membership in the 1 807 Circle; donors 
of gifts in the amount of $10, 000-$49, 999 are acknowledged with membership in 
the John Beale Davidge Alliance. The exceptional support provided by these mem- 
bers enables the school to continue the tradition it began in 1807 of educating 
physicians and providing care for the people of Maryland. A bronze plaque promi- 
nently displayed in the lobby entrance of the Frank C. Bressler Research Building 
lists the members of these societies. 

32 School of Medicine 

Administration and Faculty 


Board of Regents 

Margaret Alton 

The Honorable Man- Arabian 

Richard O. Berndt 

Roger Blunt 

The Honorable Benjamin L. Brown 

Earle Palmer Brown 

The Honorable Wayne A. Cawley Jr. 

Charles W.Cole Jr.' 

Frank A. Gunther Jr. 

Ilona M. Hogan 

Ann Hull 

Henry R. Lord 

Joann M. McCartney 

George V. McGowan 

Franklin P. Perdue 

Constance M. L'nseld 

Albert N. Whiting, PhD 


Donald N. Langenberg, PhD, Chancellor of the University 
George L. Marx, PhD, Vice Chancellor, Academic Affairs 
John K. Martin. Vice Chancellor, Advancement 
Donald L Myers, MBA, Vice Chancellor, Ceneral Administration 


David J. Ramsay, DM, DPhil, President 

Cheryl T. Samuels. PhD, Acting Vice President, Academic Affairs 
James T. Hill Jr.. MPA, Vice President, Administrattt ■ 
\ . Sir- Cladhill, MSW, Vice President, Governmental Affai 
Joann A. Boughman. PhD, Vice President, Research and I ool 

Morton I. Rapoport, Ml), President and Chu 

Maryland Medical SysU 
Richard R. Ranncy, DDS, M.S.. Dean, Dental School 
Donald C Gifford,//), Dean, School of Law 

Donald E. Wilson, MD. Diau, SchoOt 

Administration and Faculty 133 

Barbara R. Heller, EdD, Dean, School of Nursing 
David A. Knapp, PhD, Dean, School of Pharmacy 
Jesse J. Harris, DSW, Dean, School of Social Work 



Donald E. Wilson, MD, MACP, Dean 

Frank M. Calia, MD, Vice Dean/Senior Associate Dean, Academic Affairs 

Milford M. Foxwell Jr., MD, Associate Dean, Admissions 

Gretta P. Estey, Associate Dean, Development 

Murray M. Kappelman, MD, Associate Dean, Medical Education 

Claudia R. Baquet, MD, MPH, Associate Dean, Policy and Planning 

J. Tyson Tildon, PhD, Interim Associate Dean, Research and Graduate Studies 

Gregory F. Handlir, MBA, Associate Dean, Resource Management 

S. Michael Plaut, PhD, Acting Associate Dean, Student Affairs 

Mohammed Al-Ibrahim, MD, Associate Dean and Chief of Staff, Veterans Affairs 

Donna Parker, MD, Assistant Dean, Admissions 

David L. Stewart, MD, Assistant Dean for Ambulatory Education 

Jack L. Mason, PhD, Assistant Dean, Continuing Medical Education 

Karen M. Mitchell, MBA, Assistant Dean, Finance 

Mary C. Frankel, MPA, Assistant Dean, Graduate Medical Education 

Deborah G. Finkelsen, MAS, Assistant Dean, Information Systems 

Gregory Robinson, MA, Assistant Dean, Operations and Human Services 

Anne Newman Hirshfield, PhD, Assistant Dean, Research 

Robert L. Harrell Jr., PhD, Assistant Dean, Student Affairs 

Gary D. Plotnick, MD, Assistant Dean, Student Affairs 

Garvin S. Maffett, EdD, Chief Development Officer University of Maryland 

Medical Center 
Jeanette K. Balotin, MA, MPA, Assistant to the Dean 
Marshall L. Rennels, PhD, Director, MDIPhD Program 
David B. Mallott, MD, Director, Problem-Based Learning 
Victoria M. Strittmater, Director, Public Affairs 
Hermione M. Hicks, MPA, Director, Recruitment 
Jordan E. Warnick, PhD, Director, Student Research 

Board of Visitors 

Morton D. Bogdonoff, MD, Chair 

Roger J. Bulger, MD 

Michael E. Cryor 

James Frenkil, MD 

Sylvan Frieman, MD 

Raymond V. Haysbert Sr. 

W. James Hindman 

134 School of Medicine 

Edward Magruder Passano, Jr. 

Selvin Passen, MD 

Sina M. Reid 

Garland O. Williamson 


Department of Anatomy 

Michael T. Shipley, PhD, Professor and Chair 
Marshall L. Rennels, PhD, Professor and Vice Chair 

Anderson, Larry D., PhD, Associate Professor 

Barrett, Charles P., PhD, Associate Professor 

Ciombor, Kelly J., Graduate Research Assistant 

Desanti, Andrea M., Research Assistant 

Ennis, Matthew, PhD, Assistant Professor 

Foster, Tanya D., Graduate Research Assistant 

Hirshfield, Anne N., PhD, Professor 

Hoover, Dennis J., PhD, Research Assistant Professor 

Li, Cheng-Shu, PhD, Research Associate 

Liu, Wei-Lin, MD/PhD, Research Associate 

Markelonis, George J., PhD, Associate Professor 

Murphy, Anne Z., PhD, Postdoctoral Research Fellow 

Oh, Tae FL, PhD, Professor 

Ossebaard, Corinne A., PhD, Postdoctoral Research Fellow 

Pumplin, David W., PhD, Professor 

Rees, Rosemary P., PhD, Associate Professor 

Rennels, Marshall L., PhD, Professor 

Shear, Charles R., PhD, Associate Professor 

Shipley, Michael T., PhD, Professor and Chairperson 

Smith, C. Dahlem, DVM, Graduate Research Assistant 

Smith, David V., PhD, Professor 

Srodon, Monica, Research Assistant 

Strong, John C, Research Assistant 

Strum, Judy M., PhD, Professor 

Vogt, Mark B., PhD, Research Assistant Professor 

Von Visger, Jon R., MS, Graduate Research Assistant 

Yu, Chengsi, PhD, Research Associate 

Zimmer, Lee A., Research Assistant 

Department of Anesthesiology 

M.Jane Matjasko, MD, Martin Helrich Professor and Chair 

Martin Helrich, MI), Professor Emeritus 

Ashman, Michael N., Ml), Assistant Professor 
Barnas, George M., PhD, Associate Professor 

Administration and Faculty 135 

Baroody, Brigid, MD, Clinical Instructor/Fellow 
Bellefleur, Monique, MD, Assistant Professor 
Bernhard, William N., MD, School Associate Professor 
Blenko, John W., MD, School Assistant Professor 
Boehm, Clifford E., MD, School Assistant Professor 
Bourke, Denis, MD, Associate Professor 
Brodie, Hugh, MD, Clinical Instructor/Fellow 
Cohen, Susan M., MD, Clinical Assistant Professor 
Dauphinee, Kenneth R., MD, School Assistant Professor 
DelRosario, Romeo S., MD, School Assistant Professor 
Dornette, William H., MD, Adjunct Professor 
Dwyer, Sherry, MD, Instructor 
Fahy, Brenda G., MD, Assistant Professor 
Frost, Douglas, PhD, Professor 
Gerold, Kevin, DO, Assistant Professor 
Gheorghiu, Ileana, MD, Clinical Instructor/Fellow 
Gilbert, Timothy B., MD, Assistant Professor 
Gorman, Mary B., MD, Clinical Assistant Professor 
Harrison, Charles M., MD, Assistant Professor 
Hasnain, Jawad U., MD, School Assistant Professor 
Hendrix, Kumu, MD, Clinical Instructor 
Hu, Peter, Instructor 

Jaberi, Mahmood, MD, School Assistant Professor 
Kalish, Murray, MD, School Assistant Professor 
Keller, Melvin L., MD, Clinical Assistant Professor 
Kelman, Alan, MD, Clinical Instructor 
Kent, Joel, MD, Assistant Professor 
KofTel, Bettylou, MD, School Associate Professor 
Kushner, George, Jr. MD, Clinical Assistant Professor 
Laucks, Stephen O., MD, Clinical Assistant Professor 
Lee, Elizabeth, MD, Assistant Professor 
Liu, Robert, MD, Assistant Professor 
Mackenzie, Colin F., MB, Professor 
Malinow, Andrew M., MD, Associate Professor 
Mandava, Srinivas, MD, Clinical Instructor/Fellow 
Martz, Douglas G., MD, Assistant Professor 
Masur, Henry, MD, Clinical Professor 
Matjasko-Chiu, M. Jane, MD, Professor and Chair 
McCunn, Maureen, MD, Clinical Instructor/Fellow 
McGrath, Brian, MD, Associate Professor 
Milholland, Arthur V., MD, School Assistant Professor 
Murphy, Virginia, MD, Clinical Assistant Professor 
Nagle, Sheryl, MD, Clinical Assistant Professor 
Natanson, Charles, MD, Clinical Professor 
Nesbitt, Susan S., MD, Assistant Professor 
Nisonson, Andrea, MD, Clinical Instructor 

136 School of Medicine 

Njoku, Mary J., MD, Assistant Professor 
Noorani, Robert, MD, Clinical Instructor/Fellow 
Penafiel, Mario L., MD, Assistant Professor 
Preas, Hugh L. II, MD, Clinical Instructor 
Price, Glenn, MD, Assistant Professor 
Rao, Usha G., MD, Clinical Assistant Professor 
Sakamoto, Ronald N., MD, Assistant Professor 
Sanchez, Adrian, MD, Clinical Assistant Professor 
Savarese, Anne M., MD, Assistant Professor 
Schell, Dawn, MD, Assistant Professor 
Schreibman, David L., MD, Assistant Professor 
Sidhu, Sukhwant, MS, Clinical Instructor 
Smolko, James R., MD, Clinical Assistant Professor 
Spurrier, Ellen A., MD, Assistant Professor 
Tarantino, David P., MD, School Assistant Professor 
Thomas, Padmini, MD, School Assistant Professor 
Villamater, Edwin, MD, Clinical Instructor 
Waxman, Gary, MD, Assistant Professor 
Whalen, Ellen, MD, Assistant Professor 
Xiao, Yan, PhD, Instructor 
Yost, Susan, MD, Clinical Instructor/Fellow 

Department of Biochemistry and Molecular Biology 

Giuseppe Inesi, MD, PhD, Professor and Chair 

Akkaya, Engin, PhD, Research Assistant Professor 

Barcak, Gerard J., PhD, Assistant Professor 

Black, Lindsay, PhD, Professor 

Bucci, Enrico, MD, PhD, Professor 

Collins, John H., PhD, Professor 

Collins, Kim D., PhD, Research Associate Professor 

duBell, William H., PhD, Research Assistant Professor 

Fronticelli, Clara, PhD, Research Professor 

Gill, Donald, PhD, Professor 

Gryczynski, Ignacy, PhD, Research Associate Professor 

Gryczynski, Zygmunt, PhD, Research Assistant Professor 

Gutierrez, Peter I., PhD, Research Associate Professor 

Inesi, Giuseppe, MD, PhD, Professor & Chair 

Kirtley, Mary, PhD, Research Professor 

Klein, Michael G., PhD, Research Assistant Professor 

Kusba, Josef, Phi), Research Associate 

Lakowicz, Joseph, PhD, Professor 

Lu-Chang, A-Lien, PhD, Associate Professor 

Malak, Henryk, PhD, Research Associate 

Melera, Peter W., PhD, Professor 

Pomerantz, Seymour, PhD, Professor Emeritus 

Administration and Faculty 137 

Rogers, Terry B., PhD, Professor 

Schneider, Martin E., PhD, Professor 

Shamoo, Adil, PhD, Professor 

Sipior, Jeffrey, PhD, Research Associate 

Sumbilla, Carlota, PhD, Research Assistant Professor 

Szmacinski, Henryk, PhD, Research Assistant Professor 

Terpetschnig, Ewald, PhD, Research Associate 

Thompson, Richard B., PhD, Assistant Professor 

Wade, Robert P., PhD, Assistant Professor 

Weber, David J., PhD, Assistant Professor 

Department of Dermatology 

Joseph W. Burnett, MD, Professor and Chair 

Alexander, A. Melvin, MD, Clinical Assistant Professor 

Anderson, Regina, MD, Clinical Assistant Professor 

Beacham, B. E., MD, Clinical Associate Professor 

Bereston, Eugene, MD, Clinical Professor 

Burnett, Joseph, MD, Clinical Professor and Acting Chairman 

Dilaimy, Mouta, MD, Clinical Assistant Professor 

Feldman, Lawrence R., MD, Instructor 

Ghotbi, Seyed A., MD, Clinical Assistant Professor 

Goldner, Ronald, MD, Clinical Associate Professor 

Gould, William, MD, Clinical Assistant Professor 

Kao, Grace, MD, Clinical Professor 

Kauffman, Catharine, MD, School Assistant Professor 

Kurgansky, Dennis, MD, Clinical Instructor 

Lowitt, Mark H., MD, School Assistant Professor 

Lutz, Linda L., MD, School Assistant Professor 

Middleton, Jeffrey G., MD, Clinical Assistant Professor 

Miller, Stanley J., MD, Clinical Instructor 

Modly, Charlotte, MD, Clinical Assistant Professor 

Nethercott, James R., MD, Clinical Professor 

Pass, Carolyn J., MD, Clinical Assistant Professor 

Pearson, Frederick, MD, Clinical Assistant Professor 

Raskin, Joan, MD, Clinical Associate Professor 

Rudo Kathryn M., MD, Instructor 

Samorodin, Charles S., MD, Clinical Assistant Professor 

Shapiro, Albert, MD, Clinical Professor 

Silverstein, Emanuel H., MD, Clinical Associate Professor 

Sina, Bahram, MD, Clinical Associate Professor 

Tudino, M. Eugene, MD, Clinical Associate Professor 

Van Blerk, Gillian A., MD, Research Associate 

Warner, Larry J., MD, Clinical Assistant Professor 

Wechsler Ford, Roni A., MD, Assistant Instructor 

Wolfe, Irving D., MD, Clinical Associate Professor 

138 School of Medicine 

Wong, Albert K., MD, Clinical Assistant Professor 
Yaffe, Stanley N., MD, Clinical Assistant Professor 

Department of Diagnostic Radiology 

Philip A. Templeton, MD, Associate Professor and Chair 
John M. Dennis, MD, Professor Emeritus 

Allman, Robert A., MD, School Professor 

Arnold, Charles J., MD, Clinical Assistant Professor 

Bear, Howard M., MD, Clinical Instructor 

Bearman, Joel E., MD, Clinical Instructor 

Bearman, Sheldon B., MD, Clinical Assistant Professor 

Berlanstein, Bruce P., MD, Clinical Instructor 

Bohlman, Mark E., MD, Clinical Assistant Professor 

Borrelli, Niel J., MD, Clinical Assistant Professor 

Brunner, Douglas R., MD, Clinical Instructor 

Cameron, Erik W., MD, Clinical Instructor 

Campbell, Andrew B., MD, Assistant Professor 

Campbell, Harold J., MD, Clinical Instructor 

Cao, Zongjian, PhD, Assistant Professor 

Carter, Edward P., MD, Clinical Instructor 

Cerva, Donald S., MD, Clinical Instructor 

Chen, Charles C, MD, Assistant Professor 

Cogan, Brad M., MD, Clinical Instructor 

Dahlke, Andrew W., MD, Clinical Instructor 

Daly, Barry D., MD, Associate Professor 

Diaconis, John N., MD, Professor 

Diggs, Joseph, MD, Clinical Assistant Professor 

Dinker, Robert, MD, Clinical Associate Professor 

Fritz, Steven L., PhD, Associate Professor 

Gellad, Fouad E., MD, Clinical Associate Professor 

Goodman, Lee Allen, MD, Clinical Assistant Professor 

Grumbach, Kathryn, MD, School Associate Professor 

Gunadi, I. K., MD, Clinical Instructor 

Haar, Richard H., MD, Clinical Assistant Professor 

Haney, Phillip, MD, Associate Professor 

Holder, Lawrence E., MD, School Professor 

Kelly, Ian M. G., MD, Clinical Instructor 

Knipp, Harry C, MD, Clinical Assistant Professor 

Krebs, Thorsten L., MD, Assistant Professor 

Malloy, Patrick C, MI), Assistant Professor 

Mason, Andrew C, MD, Visiting Assistant Professor 

Mathis, John M., MD, School Associate Professor 

McAvoy, Marcia A., MD, Assistant Professor 

McLaurin, Thomas B., MD, Clinical Instructor 

McNeelly, Warren D., Ml), Clinical Assistant Professor 

Administration and Faculty I 39 

Miller, Barbara H., MD, Assistant Professor 

Mirvis, Stuart, MD, Associate Professor 

Mulligan, Michael E., MD, Assistant Professor 

Munjal, Ajay K., MD, Clinical Instructor 

Munjal, Sunita, MS, Research Associate 

Murphey, Mark D., MD, Clinical Associate Professor 

NessAiver, Moriel, PhD, Assistant Professor 

Pais, S. Osher, MD, School Associate Professor 

Pevsner, Paul H., MD, Clinical Associate Professor 

Pomerantz, Stephen M., MD, Assistant Professor 

Protopapas, Zenon, MD, Visiting Assistant Professor 

Reeder, John D., MD, Clinical Instructor 

Reiner, Bruce I., MD, Clinical Assistant Professor 

Resnik, Charles S., MD, Associate Professor 

Rosado de Christenson, Melissa L., MD, Clinical Assistant Professor 

Rothman, Michael I., MD, Assistant Professor 

Roys, Steven R., MS, Research Associate 

Sanders, Roger C, MD, Clinical Professor 

Saylor, Lyle T., MD, Clinical Assistant Professor 

Severson, Marlene J., MD, Assistant Professor 

Shanmuganathan, Kathirkamanathan, MD, Assistant Professor 

Siegel, Eliot L., MD, School Assistant Professor 

Siegelman, Stanley, S., MD, Clinical Professor 

Sloan, Michael A., MD, Clinical Assistant Professor 

Smith, William S., MD. Clinical Instructor 

Snyder, Larry A., MD, Clinical Assistant Professor 

Stofberg, Nathan, MD, Clinical Assistant Professor 

Sorce, Dennis J., PhD, Assistant Professor 

Sukumar, Sathi A., MD, Visiting Assistant Professor 

Templeton, Philip A., MD, School Associate Professor 

Twardzik, Frank G., MD, Clinical Instructor 

Wallop, William H., MD, Clinical Assistant Professor 

Weiner, Charles I., MD, Clinical Assistant Professor 

Weksberg, Allan P., MD, Clinical Instructor 

White, Charles S., MD, Assistant Professor 

White, Dennis W., MD, School Assistant Professor 

Wong-You-Cheong, Jade J., MD, Assistant Professor 

Zagardo, Michael T., MD, Assistant Professor 

Zoarski, Gregg H., MD, Assistant Professor 

Department of Epidemiology and Preventive Medicine 

Paul D. Stolley, MD, MPH, Professor and Chair 

Aisner, Joseph, MD, Professor (Medicine; Oncology; Pharmacy) 
Al-Ibrahim, Mohamed, MD, ChB, Professor (Medicine) 
Alt, Patricia, PhD, Adjunct Assistant Professor 

40 School of Medicine 

Anderson, J. Michael, MD, Adjunct Clinical Assistant Professor 

Baker, F. M., MD, Associate Professor (Psychiatry) 

Ball, Marion J., EdD, Professor 

Bartman, Barbara, MD, Assistant Professor (Medicine) 

Boughman, JoAnn A., PhD, Professor 

Brown, Willa, MD, MPH, Adjunct Clinical Assistant Professor 

Bush, Trudy L., PhD, MHS, Professor 

Christian, James A., MHA, Adjunct Assistant Professor 

Colfer, Joan M., MD, MPH, Adjunct Assistant Professor 

Connors, Paul J., MD, JD, Adjunct Assistant Professor 

Cooper, Leslie, PhD, Adjunct Assistant Professor 

Correa-Villasenor, Adolfo, MD, PhD, Adjunct Assistant Professor 

Daly, Mel P., MD, Associate Professor (Family Medicine) 

DeClaris, Nicholas, ScD, Professor 

Dickersin, Kay, PhD, Assistant Professor 

Dwyer, Diane M., MD, Adjunct Assistant Professor 

Eckert, Kevin, PhD, Adjunct Professor 

Eisenberg, Max, PhD, Adjunct Associate Professor 

Epstein, Robert, MD, MS, Adjunct Assistant Professor 

Farrell, Katherine P., MB, BCh, Adjunct Assistant Professor 

Fedder, Donald O., DrPH, Research Associate Professor (Pharmacy) 

Felsenthal, Gerald, MD, Adjunct Clinical Professor 

Ferencz, Charlotte, MD, MPH, Research Professor 

Ferentz, Kevin S., MD, Associate Professor (Family Medicine) 

Fine, Eric M., MD, MPH, Adjunct Clinical Assistant Professor 

Flynn, James P. G., MD, Clinical Professor (Neurology) 

Fox, Kathleen, PhD, Assistant Professor 

Fredman, Lisa, PhD, Assistant Professor 

Fujikawa, Janet, DO, Adjunct Clinical Instructor 

Gordis, Leon, MD, MPH, DrPH, Adjunct Professor 

Gordon, Janice L., MS, Research Associate (Medicine) 

Havas, Stephen, MD, MPH, MS, Associate Professor 

Hebel, J. Richard, PhD, Professor 

Herbert Henry, R., MD, MBA, MPH, Adjunct Clinical Associate Professor 

Hinman, Edward J., MD, MPH, FACP, Adjunct Associate Professor 

Hochberg, Marc C, MD, MPH, Professor (Medicine) 

Holloway, Anita M., MD, Adjunct Assistant Professor 

Hudson, James L, MD, Professor & Associate Dean 

Kazandjian, Vahe, MPH, Adjunct Research Assistant Professor 

Keogh, James, MD, Associate Professor (Medicine) 

Kessel, Rosslyn W. I., PhD, Adjunct Professor 

Kessler, Irving I., MD, DrPH, Professor 

Kittner, Stephen J., MD, MPH, Associate Professor (Neurology) 

Kjerulff, Kristen H., PhD, Assistant Professor 

Knatterud, Cienell I.., PhD, Ad j una Research Professor 

Kohler, Helen R., PhD, Adjunct Assistant Professor 

Administration and Faculty I 4 I 

Krakauer, Henry, MD, PhD, Adjunct Research Associate Professor 

Kuhn, Kris E., MD, Clinical Assistant Professor (Family Medicine) 

Lally-Cassady, Denise, MD, Adjunct Instructor 

Lamy, Peter P., PhD, Research Professor (Pharmacy) 

Lange, W. Robert, MD, MPH, Adjunct Assistant Professor 

Langenberg, Patricia, PhD, Associate Professor 

Levine, Myron M., MD, Professor (Medicine) 

Lydick, Eva, PhD, Adjunct Assistant Professor 

Magaziner, Jay, PhD, MS Hygiene, Associate Professor 

Magder, Laurence S., PhD, MPH, Assistant Professor 

Matuszak, Diane, MD, MPH, Adjunct Assistant Professor 

McCarter, Robert J., ScD, School Assistant Professor 

Morris, J. Glen, MD, Professor (Medicine) 

Nagey, David A., MD, PhD, Associate Professor (OB/GYN) 

Nethercott, James R., MD, Professor (Dermatology) 

Parley, Howard, PhD, Professor (Social Work) 

Polish, Louis B., MD, Assistant Professor (Medicine) 

Pounds, Moses B., PhD, Adjunct School Assistant Professor 

Prenger, Valerie L., PhD, Research Assistant Professor (OB/GYN) 

Price, Thomas R., MD, Professor (Neurology) 

Provenzano, George, PhD, Research Assistant Professor 

Reinstein, Leon, MD, Adjunct Clinical Professor 

Rogers, Audrey Smith, PhD, MPH, Adjunct Research Assistant Professor 

Romberg, Elaine, PhD, Professor (Dentistry) 

Rosario, Joana A., MD, MPH, Assistant Professor 

Rothenberg, Karen, JD, Research Assistant Professor (Law School) 

Rubin, Judith D., MD, MPH, School Associate Professor 

Sattler, Barbara, DrPH, Adjunct Assistant Professor 

Scherlis, Leonard, MD, Research Professor 

Scott, Jean, RN, DrPH, Assistant Professor 

Sexton, Mary, PhD, MPH, Professor 

Sharkness, Catherine M., MD, Adjunct Assistant Professor 

Sherwin, Roger W., MD, Professor 

Silbergeld, Ellen, PhD, Professor 

Sloan, Michael A., MD, Associate Professor (Neurology) 

Sridhara, Rajeshwari, PhD, Research Assistant Professor 

Stein, Barry D., MD, Adjunct Assistant Professor 

Stolley, Paul D., MD, MPH, Professor and Chairman 

Strickland, George T., MD, PhD, Professor 

Struewing, JefTery P., MD, MS, Adjunct Assistant Professor 

Summer, Steven J., MBA, Adjunct Assistant Professor 

Summerlin, Valerie M., BSN, Adjunct Research Associate 

Tayback, Matthew, ScD, Adjunct Professor 

Terrin, Michael L., MD, MPH, Adjunct Research Assistant Professor 

Van Blerk, Gillian Ann, MD, MPH, Adjunct Assistant Professor 

Warren, John W., MD, Professor (Medicine) 

142 School of Medicine 

Weis, Kathleen A., PhD, Adjunct Assistant Professor 
Werbos, Paul J., PhD, Adjunct Associate Professor 
Whitlock, Robert, MS, Adjunct School Assistant Professor 
Wilson, Laura B., PhD, MA, Adjunct Professor 
Wilson, Marjorie P., MD, Adjunct Professor 
Wilson, P. David, PhD, Associate Professor 
Woodward, Theodore E., MD, Professor (Emeritus Medicine) 
Woodward, William E, MD, Adjunct Associate Professor 
Yu-Yahiro, Janet, PhD, Adjunct Research Assistant 
Zimmerly, James G., MD, Adjunct Clinical Associate Professor 
Zimmerman, Sheryl L, PhD, Assistant Professor 

Department of Family Medicine 

Herbert L. Muncie, Jr., MD, Associate Professor and Chair 

Full-time Faculty 

Aszalos, Rita M., MD., Clinical Instructor 

Barclay, David M., Ill, MD, MPH, School Assistant Professor 

Barnet, Elizabeth, MD, Assistant Professor 

Berman, Brian, MD., Assistant Professor 

Daly, Mel P., MD, School Associate Professor 

Farfel, Phillip F., ScD, Administrator 

Ferentz, Kevin S., MD, School Associate Professor 

Ferrer, Robert L., MD, MPH, School Assistant Professor 

Hill, C. Earl, MD, Associate Professor 

Howard, Daniel, MD, Assistant Professor 

Keay, Timothy J., MD, School Assistant Professor 

Khanna, Niharika, MD., Assistant Professor 

Pecukonis, Edward V., MSW, PhD, School Assistant Professor 

Richardson, James P., MD, School Associate Professor 

Rosenfarb, Charles H., MD, School Assistant Professor 

Siegel, Neil, MD., Assistant Professor 

Stewart, David L., MD, MPH, School Associate Professor 

Taler, George, MD, School Assistant Professor 

Taylor, Gregory H., MD, School Assistant Professor 

Part-Time Faculty 

Claudy, Frank, MD, Clinical Assistant Professor 

Delgado, Maria E., MD, Instructor 

Guyther, J. Roy, MD, Clinical Associate Professor 

Hopper, Gayle, MD, Clinical Assistant Professor 

Klein, Howard, Ml), Clinical Assistant Professor 

Kuhn, Kris, MI)., Clinical Assistant Professor 

Lomonico, Paul, MI), Clinical Instructor 

Michocki, Robert J., PharmD, School Associate Proressoi 

Administration and Faculty 143 

Volunteers and Preceptors 

Adamo, Charles P., MD, Clinical Instructor 

Al-Ibrahim, Mohamid, MD, School Associate Professor 

Birchess, Damian, MD., Clinical Assistant Professor 

Bollino, Anthony J., MD, Clinical Assistant Professor 

Bosley, James, MD, Clinical Instructor 

Coughlin, Robert M., MD, Clinical Instructor 

Dailey, Loraine M., MD, Clinical Assistant Professor 

Digerolamo, Albert, MD, Clinical Assistant Professor 

Domenick, Mark T., MD, Instructor 

Duncan, Robert, MD, Clinical Assistant Professor 

Forman, Jonathan, MD, Clinical Instructor 

Gayle, Michael E., MD, Clinical Instructor 

Goedeke, Rebecca A., MD, Clinical Instructor 

Goldberg, Andrew, MD, Professor 

Goralski, Robert A., MD, Clinical Instructor 

Guazzo, Eugene, MD, Clinical Assistant Professor 

Hakkarinen, William, MD, Clinical Assistant Professor 

Hartmann, Peter, MD, Clinical Associate Professor 

Hogan, Kevin, MD, Clinical Instructor 

Johnson, Thomas G., MD, Clinical Assistant Professor 

Jones-Lukacs, Elizabeth, MD, Clinical Instructor 

Kaminski, Mitchell A., MD, Clinical Assistant Professor 

Khanna, Niharika, MD, Clinical Instructor 

Klapper, Mitchell, MD, Clinical Instructor 

Kowalewski, Edward J., MD, Professor Emeritus 

Lamm, William D., MD, Clinical Instructor 

Lewis, Roger A., MD, Clinical Instructor 

Loreck, Ellen S., MS, Clinical Instructor 

Marino, Christine, MD, Clinical Assistant Professor 

Marks, William A., MD, Clinical Instructor 

Nallin, Eugene P., Jr., MD, Clinical Instructor 

Naumann, Walter K., MD, Clinical Instructor 

Niehoff, Michael J., MD, Clinical Assistant Professor 

Richie, Emily, MD, Clinical Instructor 

Riggle, Martha A., MD, Clinical Instructor 

Rixey, Sallie, MD, MS, Clinical Assistant Professor 

Schwalm, Karl E., MD, Instructor 

Smirnow, Lisa, DO, Clinical Assistant Professor 

Steinberg, John, MD, Medical School Assistant Professor 

Stoltzfus, George B., MD, Clinical Instructor 

Vazzano, Anthony J., MD, Clinical Assistant Professor 

Wagoner, Gary L., MD, Clinical Instructor 

Wilson, Larry, MD, Clinical Assistant Professor 

Zajano, David, MD, Clinical Assistant Professor 

Zebley, Joseph W. Ill, MD, Clinical Assistant Professor 

144 School of Medicine 

Medical and Research Technology 

Denise M. Harmening, PhD, Professor and Chair 

Adams, Karen, MA, MT(ASCP), Clinical Instructor 

Caldwell, Barbara S., BS, MT(ASCP), Clinical Instructor 

Carnahan, Amy, MS(ASCP) School Assistant Professor 

Cartwright, Willie, MS, MT(ASCP), School Assistant Professor 

Christenson, Robert, PhD, Associate Professor 

Ciesla, Betty, MS, MT(ASCP), School Assistant Professor 

Cummings, Patrick J., ScD, MT(ASCP), Assistant Professor 

Davis, Minh-Tam, PhD, Research Assistant Professor 

DeSantis, Deirdre, MS, MT(ASCP)SBB, Clinical Instructor 

Doucette, Lorraine J., MS, MT(ASCP), Clinical Instructor 

Flodstrom, Glenn C, MS, MT(ASCP), School Assistant Professor 

Fonong, Tekum, PhD(ASCP), Assistant Professor 

Gilman, Allan, MS, MT(ASCP), Clinical Instructor 

Goldberger, Bruce A., PhD, Adjunct Assistant Professor 

Hadfield, Jillaine, MS, MT(ASCP), Clinical Instructor 

Harmening, Denise M., PhD, MT(ASCP), CLS(NCA), Chair and Professor 

Johnson, Lisa J., MHS, MT(ASCP), Clinical Instructor 

Lewis, Kim, PhD, Associate Professor 

Podczasy, John J., PhD, Assistant Professor 

Roberts, Chester R., PhD, Adjunct Assistant Professor 

Rowland, Sharon, PhD, MT(ASCP), Assistant Professor & Graduate 

Schenerman, Mark, PhD, Adjunct Assistant Professor 
Schwalbe, Richard, PhD, Assistant Professor 
Sendelbach, Louis, PhD, Adjunct Assistant Professor 
Smith, Andrew, PhD, Research Professor 
Sorace, James, PhD, Adjunct Assistant Professor 
Taghizadeh, Mitra, MS, MT(ASCP), Clinical Assistant Professor 
Teel, Louise D., MS, Clinical Instructor 

Vucenik, Ivana, PhD, Assistant Professor & Graduate Co-Director 
Wright, Patricia, BA, MT(ASCP), Adjunct Clinical Instructor 

Department of Medicine 

John A. Kastor, MD, Theodore E. Woodward Professor and Chair 
Philip A. Mackowiak, MD, Professor and Vice-Chair 

Emeritus Faculty 

Edward F. Cotter, MD, Clinical Associate Professor Emeritus 

Sheldon E. Greisman, MI), Professor Emeritus 

Yu Chen Lee, MD, Medical School Professor 1 met it us 

Samuel Morrison, Clinical Associate Professor 1 meritus 

Leonard Scherlis, Professor Emeritus 

Robert T. Singleton, MD, Associate Professor Emeritus 

Administration and Faculty 145 

Merrill J. Snyder, PhD, Research Professor Emeritus 
Theodore E. Woodward, MD, Professor/Chair Emeritus 

Albuquerque. Edson X., MD, PhD, Professor (Pharmacology) 

Alevizatos, Aristides C, MD, Clinical Assistant Professor 

Mohamed S. Al-Ibrahim, MB, ChB, Medical School Professor 

Anthony, William Q, MD, Clinical Assistant Professor 

Applefeld, Mark M., MD, Associate Professor 

Argento, Nicholas B., MD, Clinical Assistant Professor 

Ayash, Raja E., MD, Clinical Assistant Professor 

Barbour, Deborah J., MD, Clinical Assistant Professor 

Barish, Robert A., MD, Medical School Professor (Surgery) 

Bell, Stuart B., MD, Clinical Assistant Professor 

Berman, Dora, PhD, Research Associate (Physiology) 

Blaustein, Mordecai P., MD, Professor (Physiology) 

Blotzer, J. Wolfe, MD, Clinical Associate Professor 

Blume, Michael, MD, Clinical Assistant Professor 

Bolgiano, Edward B., MD, Assistant Professor (Surgery) 

Boyer, George M., MD, Clinical Assistant Professor 

Breza, George, MD, Clinical Assistant Professor 

Britten, John S., MD, Medical School Associate Professor (Shock Trauma) 

Browne, Brian J. MD, Medical School Associate Professor (Surgery) 

Buddemeyer, Edward U., MD, Associate Professor (Diagnostic Radiology) 

Buescher, Philip C, MD, Clinical Assistant Professor 

Calia, Frank M., MD, Professor and Vice Dean 

Chappell, Thomas E., MD, Clinical Assistant Professor 

Chodroff, Charles H., MD, Clinical Instructor 

Davidson, William B., MD, Clinical Assistant Professor 

Dear, William, MD, Clinical Instructor 

Dibos, Pablo E., MD, Clinical Assistant Professor 

Dumsha, Susan A., MD, Clinical Instructor 

Evelius, John T., MD, Clinical Instructor 

Fiscus, Jane A., MD, Clinical Instructor 

Fiscus, Wilber G., MD, Clinical Assistant Professor 

Freeland, Howard S., MD, Clinical Assistant Professor 

Frielander, Neal M., MD, JD, Clinical Assistant Professor 

Gaber, Jeffrey D., MD, Clinical Assistant Professor 

Gallagher, Martin W. Jr., MD, Clinical Assistant Professor 

Geckler, Ronald W., MD, Clinical Associate Professor 

Gloth, F. Michael III, Clinical Assistant Professor 

Goldscher, David A., MD, Clinical Instructor 

Goodman, Jay S., MD, Clinical Professor 

Grenzer, Louis E., MD, Clinical Associate Professor 

Groleau, Georgina A., MD, Medical School Assistant Professor (Surgery) 

Habashi, Nader M., MD, Clinical Instructor (Shock Trauma) 

Hartley, Robert G., MD, Clinical Assistant Professor 

146 School of Medicine 

Heinritz, Colen G., MD, Clinical Assistant Professor 

Hijab, Wally S., MD, Clinical Assistant Professor 

Hitzig, Pietr, MD, Clinical Instructor 

Hobbins, Thomas E., MD, Clinical Associate Professor 

Hoesch, Charles F., MD, Clinical Instructor 

Hoffman, Ian B., MD, Clinical Assistant Professor 

Hyle, Michael A., MD, Clinical Instructor 

Jacobs, Stuart, MD, Clinical Assistant Professor 

Jerrard, David, MD, Instructor (Surgery) 

Jiji, Rouben M., MD, Clinical Associate Professor 

Johnson, Sandra E.C.O., MD, Clinical Assistant Professor 

Johnston, Gerald S., MD, Professor (Diagnostic Radiology) 

Karacuchansky, Miguel, MD, Clinical Assistant Professor 

Karpers, Bernard, MD, Clinical Assistant Professor 

Kastor, John A., MD, Professor and Chair 

Keiser, Margaret A., MD, Clinical Assistant Professor 

Kerns, William B., MD, Clinical Instructor 

Kimmel, Alan L., MD, Clinical Instructor 

Levine, Marshall A., MD, Clinical Assistant Professor 

Liberto, Robert T., MD, Clinical Assistant Professor 

Lowder, Gerald M., MD, Clinical Assistant Professor 

Mackowiak, Philip A., MD, Professor and Vice Chair 

Mainardi, Carlo L., MD, Clinical Professor 

Malamis, Robert B., MD, Clinical Instructor 

Mallott, David B., MD, Medical School Assistant Professor (Psychiatry) 

Mardelli, T. Joseph, MB, Clinical Assistant Professor 

Mazzocco, Victor E., MD, Clinical Associate Professor 

McConville, John H., MD, Clinical Assistant Professor 

Mead, Joseph A., MD, Clinical Professor 

Medalie, G. Robert, MD, Clinical Instructor 

Miller, Edward M., MD, Clinical Assistant Professor 

Mishkin, David A., MD, Clinical Assistant Professor 

Morris, Edward L., MD, Clinical Assistant Professor 

Mulholland, John H., MD, Clinical Associate Professor 

Murray, Ethelann, MD, Clinical Assistant Professor 

Nhamburo, Patson, PhD, Assistant Professor (Pharmacology) 

Notarengelo, Joseph D., MD, Clinical Assistant Professor 

Olshaker, Jonathan S., MD, Assistant Professor (Surgery) 

O'Mahony, Janet M., Clinical Assistant Professor 

Passen, Martin I., MD, Clinical Assistant Professor 

Perez-Alard, Jorge, MI), Clinical Instructor 

Perpall, Arthur E., MD, Medical School Assistant Professor (Surgery) 

Plott, Michael, MD, Assistant Instructor 

Randall, William E., Ml), Clinical Assistant Professor 

Rapoport, Morton I., Ml), Professor 

Raskin, Howard F., MI), Clinical Associate Professor 

Administration and Faculty 147 

Reichmister, Jerome P., MD, Clinical Associate Professor (Surgery) 

Reynolds, H. Neal, MD, Medical School Assistant Professor (Shock Trauma) 

Richard, Robert E., MD, Clinical Instructor 

Rinder, Morton R., MD, Clinical Instructor 

Rollman, Bruce L., MD, Clinical Instructor 

Rosenberg, Bruce E., MD, Clinical Instructor 

Ruppert, Gary, MD, Clinical Assistant Professor 

Salkeld, John, MD, Clinical Assistant Professor 

Schaefer, Edward W., MD, Clinical Assistant Professor 

Schmidt, Marcia C, MD, Clinical Assistant Professor 

Shamszad, Mahin, MD, Clinical Assistant Professor 

Shen, Steve Yu-Liang, MD, Clinical Associate Professor 

Sheridan, Martin E., MD, Clinical Instructor 

Shocket, Robert B., MD, Clinical Assistant Professor 

Sloane, Peter J., MD, Clinical Assistant Professor 

Sneed, Ernest J., MD, Clinical Instructor 

Sobel, Tamara S., MD, Clinical Assistant Professor 

Spiggle, Wayne S., MD, Clinical Associate Professor 

Standiford, Harold C, MD, Medical School Professor 

Strain, Francis X., MD, Clinical Assistant Professor 

Streyle, Edward H., RN, Clinical Assistant Professor 

Taylor, Henry G., MD, Clinical Instructor 

Todd, Nevins W., MD, Clinical Assistant Professor 

Trommer, Lori L., MD, Clinical Instructor (Surgery) 

Tso, Elizabeth, MD, Medical School Associate Professor (Surgery) 

Updike, Ralph E., MD, Clinical Assistant Professor 

Vassar, Dean L., MD, Clinical Assistant Professor 

Whipps, Randolph G., MD, Clinical Assistant Professor 

Whye, DePriest W., MD, Clinical Assistant Professor (Surgery) 

Williamson, Jeffrey D., MD, Clinical Assistant Professor 

Wilson, Donald E., MD, Professor and Dean 

Winn, Daniel J., MD, Clinical Instructor 

Winston, Reed A., MD, PhD, Clinical Assistant Professor (Surgery) 

Wolfsthal, Susan D., MD, Medical School Associate Professor 

Yen, Michael C.W., MD, Clinical Associate Professor 

Yorkoff, Benjamin K., MD, Clinical Assistant Professor 

Zolet, David E., MD, Clinical Instructor 

Zygler, Samuel, MD, Clinical Assistant Professor 

Division of Cardiology 

Robert A. Vogel, MD, Herbert Berger Professor of Medicine and Head 

Aiello, David B., MD, Clinical Assistant Professor 
Alikhan, Mahmood, MBBS, Clinical Assistant Professor 
Badro, Bassim, MD, Clinical Assistant Professor 
Balke, C. William, MD, Associate Professor 

148 School of Medicine 

Benitez, Roberto M., MD, Medical School Assistant Professor 

Bennett, Susan, MD, Clinical Assistant Professor 

Bittar, George D., MD, Clinical Assistant Professor 

Bush, Trudy, PhD, Professor (Epidemiology) 

Carliner, Nathan H., MD, Medical School Professor 

Cohen, Miriam L, MD, Clinical Assistant Professor 

Corretti, Mary C, MD, Medical School Assistant Professor 

Cummings, Charles C, MD, Clinical Assistant Professor 

Doyle, Kevin J., MD, Clinical Assistant Professor 

Ennis, Len E., MD, Clinical Instructor 

Fisher, Michael L., MD, Medical School Professor 

Froman, Deborah M., RN, Clinical Instructor 

Gold, Michael R., MD, PhD, Assistant Professor 

Gottlieb, Stephen S., MD, Associate Professor 

Gurbel, Paul A., MD, Clinical Assistant Professor 

Herzog, William R. Jr., MD, Assistant Professor 

Insel, Jerald, MD, Clinical Assistant Professor 

Jackson, David S., MD, Clinical Assistant Professor 

Kavesh, Neal G., MD, Assistant Professor 

Kim, Hyun J., MD, Clinical Instructor 

Kircher, Barbara J., MD, Clinical Assistant Professor 

Lang, Jay M., DO, Clinical Instructor 

Magram, Martin Y., MD, Clinical Assistant Professor 

Meilman, Henry, MD, Clinical Assistant Professor 

Miller, Michael, MD, Assistant Professor 

Moran, George W., MD, Clinical Assistant Professor 

Morris, Frank H., MD, Clinical Instructor 

Mugmon, Marc, MD, Clinical Assistant Professor 

Nair, Vijayachandra S., MD, Clinical Instructor 

Okun, Marc, MD, Clinical Assistant Professor 

Oshida, James W., MD, Clinical Instructor 

Peters, Robert W., MD, Medical School Professor 

Plantholt, Stephen J., MD, Clinical Instructor 

Plotnick, Gary D., MD, Medical School Professor 

Pollock, Stephen H., MD, Clinical Instructor 

Quartner, Jeffrey L., Ml), Clinical Assistant Professor 

Ramirez, Jorge M., MD, Clinical Assistant Professor 

Reiber, Johan H.C., PhD, Adjunct Professor 

Reilly, Joseph M., Ml), Clinical Assistant Professor 

Rodriguez, Samuel, MI), Assistant Professor 

Roffman, David S., Phann 1), Research Assistant Professor 

Saeed, Shahid, MBBS, Clinical Instructor 

Salomon, Joseph, Ml). Clinical Assistant Professor 

SchaefTer, Allen H., Ml), Clinical Assistant Professor 

Schechter, Ronald D., Ml), Clinical Assistant Professor 

Sharma, Susheel K., Ml), Clinical Assistant Professor 

Administration and Faculty I 49 

Shorofsky, Stephen R., MD, Assistant Professor 

Stafford, J. Lawrence, MD, Medical School Assistant Professor 

Sutton, Frederick J., MD, Clinical Associate Professor 

Vogel, Robert A., MD, Professor and Head 

Wohl, Barry, MD, Clinical Assistant Professor 

Zawodny, Robert V., MD, Clinical Assistant Professor 

Zimrin, David, MD, Clinical Instructor 

Ziskind, Andrew A., MD, Assistant Professor 

Zoda, Albert R., MD, Clinical Assistant Professor 

Division of Endocrinology 

John F. Wilber, MD, Professor and Head 

Allen, Elsie M., MD, Assistant Professor 

Carnell, Nathan E., MD, Clinical Assistant Professor 

Cheikh, Issam E., MD, Clinical Assistant Professor 

Dicke, James A., MD, Clinical Assistant Professor 

Donner, Thomas W., MD, Medical School Assistant Professor 

Feng, Pei, MD, PhD, Research Associate Professor 

Hamilton, Bruce P., MB, ChB, Professor 

Hamilton, Jennifer H., BM, BcH, Medical School Assistant Professor 

Janoski, Alfonso H., MD, Clinical Assistant Professor 

Kapcala, Leonard P., MD, Associate Professor 

Kuzbida, Gregory J., MA, Research Associate 

Lawrence, George D., MD, Clinical Assistant Professor 

Martin, Luis G., MD, Clinical Associate Professor 

Mersey, James H., MD, Clinical Associate Professor 

Pavlis, Richard W., MA, Research Associate 

Pavlov, Eugenia P., MD, Clinical Assistant Professor 

Valente, William A., MD, Clinical Associate Professor 

Wilber, John F., MD, Professor and Head 

Division of Gastroenterology 

Stephen P. James, MD, Professor and Head 

Abraham, John M., PhD, Research Associate 

Baum, Richard A., MD, Clinical Associate Professor 

Boedeker, Edgar C, MD, Medical School Professor 

Cox, Michael E., MD, Clinical Assistant Professor 

Dutta, Sudhir K., MBBS, Clinical Professor 

Fantry, George T., MD, Medical School Assistant Professor 

Fishbein, David M., MD, Clinical Assistant Professor 

Goldberg, Neil D., MD, Clinical Assistant Professor 

Greenwald, Bruce D., MD, Medical School Assistant Professor 

Haluszka, Oleh, MD, Medical School Assistant Professor 

Hofkin, Gerald A., MD, Clinical Assistant Professor 

50 School of Medicine 

Howell, Charles D., MD, Medical School Associate Professor 
James, Stephen P., MD, Professor and Head 
Malstrom, Carolyn, PhD, Research Associate 
Narang, Ashok, MD, Clinical Assistant Professor 
Mathieson, Robert D., MD, Clinical Assistant Professor 
Meltzer, Stephen J., MD, Associate Professor 
Mills, Lawrence E., MD, Clinical Assistant Professor 
Morrison, Stanley A., MD, Clinical Assistant Professor 
Nasrallah, Salah M., MD, Clinical Associate Professor 
Pichney, Lisa S., MD, Clinical Assistant Professor 
Posner, David B., MD, Clinical Assistant Professor 
Rosen, Gail H., Pharm D, Clinical Instructor 
Rosenthal, Linda E., MD, Clinical Assistant Professor 
Rutherford, Robin E., MD, Medical School Assistant Professor 
Saltzberg, David M., MD, Clinical Assistant Professor 
Schreiber, Jonathan B., MD, Clinical Assistant Professor 
Williams, Richard B., MD, Clinical Associate Professor 
Wilson, Keith D., MD, Assistant Professor 

Division of General Internal Medicine 

Domenici, Louis J., MD, Medical School Assistant Professor and Acting Head 

Amsel, Sheldon, MD, Medical School Associate Professor 

Bartman, Barbara J., MD, Assistant Professor 

Brown, David M., MD, Clinical Instructor 

Daly, Mel P., MD, Medical School Assistant Professor (Family Medicine) 

Davis, Iris L., MD, Medical School Assistant Professor 

Dodge, Karin M., MD, Clinical Instructor 

Louis J. Domenici, MD, Medical School Assistant Professor 

Fairchild, Emily S., MD, Medical School Assistant Professor 

Fedele, Denise J., DMD, Clinical Assistant Professor 

Felipa, Victor R., MD, Clinical Associate Professor 

Ferguson, Robert P., MD, Clinical Associate Professor 

Foxwell, Milford M., MD, Medical School Assistant Professor 

Goldstein, Norman I., MD, Clinical Assistant Professor 

Gordon, Janice L., MS, Research Associate 

Hardesty, Daniel C, MD, Clinical Assistant Professor 

Havas, Steven W., MD, Medical School Associate Professor (Epidemiol 

Hemani, Alnoor G., Ml), Medical School Assistant Professor 

Hooper, Frank J., ScD, Research Assistant Professor 

Jablonover, Michael R., Medical School Assistant Professor 

Kelemen, Michael H., MI), Clinical Assistant Professor 

Keogh, James P., MI), Medical School Associate Professor 

Kessler, Irving I., Ml), DPH, Professor (Epidemiology) 

Kushner, Herbert A., Ml), Medical School Associate Professor 

I evitt, Alan F., MI), Medical School Assistant Professor 

Administration and Faculty I 5 I 

Magaziner, Jay S., PhD, Medical School Associate Professor (Epidemiology) 

Marshall, Sandra T., MD, Medical School Assistant Professor 

Mathew, Aleyamma J., MD, Clinical Instructor 

McDiarmid, Melissa A., MD, Clinical Assistant Professor 

McPhillips, James J., MD, Medical School Assistant Professor 

Mikdashi, Jamal A., MD, Medical School Assistant Professor 

Moy, Ernest M., MD, Assistant Professor 

Needleman, Samuel W., MD, Clinical Associate Professor 

Oken, Harry A., MD, Clinical Associate Professor 

Parker, Donna L., MD, Clinical Assistant Professor 

Randall, Louis N., MD, Clinical Assistant Professor 

Rastegar, Darius A., MD, Clinical Instructor 

Schendel, Kevin G., MD, Clinical Assistant Professor 

Scott, Jane D., ScD, Adjunct Assistant Professor 

Sheehan, Charles E., MD, Clinical Instructor 

Sherwin, Roger W., MD, Professor (Epidemiology) 

Snow, Dorothy A., MD, Medical School Associate Professor 

Souweine, Edward T., MD, Clinical Assistant Professor 

Stolley, Paul D., MD, Professor (Epidemiology) 

Taler, George A., MD, Assistant Professor (Family Medicine) 

Tasker, David J., MD, Medical School Assistant Professor 

Troy, Richard E., BSN, Clinical Instructor 

Weber, Lawrence D., MD, Medical School Assistant Professor 

Young, Cecilia T., MD, Clinical Instructor 

Division of Geographic Medicine 

Myron M. Levine, MD, DTPH, Professor and Head 

Clemens, John D., MD, Research Associate Professor 

Clyde, David F., MD, PhD, Research Professor 

Davis, Jonathan W., PhD, Research Assistant Professor 

Edelman, Robert, MD, Professor 

Fasano, Alessio, MD, Associate Professor (Pediatrics) 

Formal, Samuel B., PhD, Research Professor 

Galen, James S., PhD, Research Assistant Professor 

Hone, David M., PhD, Research Assistant Professor 

Kaper, James B., PhD, Professor 

Kotloff, Karen L., MD, Associate Professor (Pediatrics) 

Lanata, Claudio J., MD, Clinical Assistant Professor 

Levine, Myron M., MD, DTPH, Professor and Head 

Losonsky, Genevieve S. MD, Medical School Associate Professor (Pediatrics) 

Nataro, James P., MD, PhD, Assistant Professor (Pediatrics) 

Noreiga, Fernando R., MD, Assistant Professor (Pediatrics) 

Perry, Judith, MD, Clinical Assistant Professor (Pediatrics) 

Rhead, James, PhD, Psychologist 

Robins-Browne, Roy M., MD, PhD, Adjunct Research Professor 

152 School of Medicine 

Strickland, G. Thomas, MD, PhD, Professor (Microbiology) 
Sztein, Marcello B., MD, Associate Professor (Pediatrics) 
Tacket, Carol O., MD, Associate Professor 
Taylor, David N., MD, Research Associate Professor 
Trucksis, Michele M., MD, PhD, Assistant Professor 
Walker, Richard I., PhD, Adjunct Professor 
Wasserman, Steven S., PhD, Research Assistant Professor 
Woodward, William E., MD, Clinical Associate Professor 

Division of Gerontology 

Andrew P. Goldberg, MD, Professor and Head 

Alvarez, Consuelo M., MD, Clinical Instructor 

Canfield, Gerald C, PhD, Adjunct Assistant Professor 

Cogen, Raymond E., MD, Clinical Assistant Professor 

Colvin, Perry L. Jr., MD, Medical School Assistant Professor 

Elahi, Dariush, PhD, Research Associate Professor 

Fonong, Tekum, PhD, Research Assistant Professor 

Gardner, Andrew P., PhD, Research Assistant Professor 

Goldberg, Andrew P., MD, Professor and Head 

Goldman, William F., PhD, Assistant Professor (Physiology) 

Heuser, Mark D., MD, Assistant Professor 

Howard, Barbara V., MD, Adjunct Professor 

Katzel, Leslie, I., MD, PhD, Assistant Professor 

Macko, Richard F., MD, Assistant Professor (Neurology) 

May, Conrad, MD, Medical School Assistant Professor 

Poehlman, Eric T., PhD, Associate Professor 

Ranjani, Sunil, MD, Clinical Instructor 

Robbins, David C, MD, Adjunct Professor 

Rogus, Ellen M., PhD, Research Assistant Professor 

Silver, Kenneth H.C., Medical School Associate Professor (Neurology) 

Sorkin, John D., MD, Clinical Instructor 

Tomoyasu, Naomi, PhD, Research Assistant Professor 

Waldstein, Shari R., PhD, Clinical Assistant Professor 

Wertheimer, Debra S., MD, Clinical Assistant Professor 

Division of Hematology/Oncology 

David A. Van Echo, MD, Medical School Professor And I lead 

Abrams, Jeffrey S., MD, Clinical Associate Professor 

Aisner, Joseph, MI), Professor 

Bachur, Nicholas R., MD, PhD, Professor 

Borden, Ernest C, Ml), Professor 

Conley, Barbara A., MD. Medical School Associate Professor 

Dawson, R. Ben, Ml), Associate Professor (Pathology) 

DeLuca, Russell R., MI), Clinical Assistant Professor 

Administration and Faculty 153 

Doyle, L. Austin, MD, Medical School Associate Professor 

Egorin, Merrill J., MD, Professor 

Ezrine, Karen M., MD, Clinical Assistant Professor 

Feldman, Marvin J., MD, Clinical Assistant Professor 

Fontana, Joseph A., MD, PhD, Professor 

Fram, Robert J., MD, Medical School Associate Professor 

Gutheil, John C, MD, Medical School Assistant Professor 

Heyman, Meyer R., MD, Medical School Associate Professor 

Hussain, Arif, MD, Medical School Assistant Professor 

Kaplan, Richard S., MD, Clinical Associate Professor 

Kearns, Christine, PharmD, Assistant Professor (Pharmacy) 

Koutrelakos, Nicholas W., MD, Clinical Assistant Professor 

Lee, Edward J., MD, Medical School Associate Professor 

Lilenbaum, Rogerio C, MD, Medical School Assistant Professor 

Minford, Jon K., MD, Clinical Assistant Professor 

Nimmagadda, Gayatri D., MD, Clinical Instructor 

Rishi, Arun K., PhD, Research Assistant Professor 

Ross, Douglas D., MD, PhD, Professor 

Schiffer, Charles A., MD, Professor 

Schimpff, Stephen C, MD, Professor 

Sensenbrenner, Lyle L., MD, Medical School Professor 

Shanholtz, Carl B., MD, Medical School Assistant Professor 

Stass, Sanford A., MD, Professor (Pathology) 

Tkaczuk, Katherine H., MD, Medical School Assistant Professor 

Van Echo, David A., MD, Medical School Professor and Head 

Wade, James C, MD, Medical School Professor 

Will, Marcia L., MD, Medical School Assistant Professor 

Division of Hypertension 

Elijah Saunders, MD, Medical School Associate Professor and Head 

Keys, Iris R., MD, Medical School Assistant Professor 

Saunders, Elijah, MD, Medical School Associate Professor and Head 

Division of Infectious Diseases 

John W. Warren, MD, Professor and Head 

Alexander, Carla S., MD, Clinical Instructor 

Beiser, Claire L., MD, Assistant Professor 

Campbell, Wayne S., MD, Medical School Assistant Professor (Shock Trauma) 

Caplan, Ellis S., MD, Associate Professor (Shock Trauma) 

Cohn, Jonathan A., MD, Medical School Assistant Professor 

Cross, Alan S., MD, Medical School Professor 

DeTolla, Louis J. Jr., PhD, VMD, Research Associate Professor 

Donnenberg, Michael S., MD, Associate Professor 

Furth, Priscilla A., MD, Assistant Professor 

54 School of Medicine 

Gitterman, Steven R., MD, Adjunct Assistant Professor 

Goldblum, Simeon E., MD, Professor 

Island, Michael D., PhD, Instructor 

Johnson, David E., PhD, Research Associate Professor 

Joshi, Manjari, MD, Clinical Assistant Professor (Shock Trauma) 

Keay, Susan K., MD, PhD, Associate Professor 

Kleinberg, Michael E., MD, PhD, Assistant Professor 

Lehrer, Robert I., MD, Adjunct Professor 

Levin, Michael L., MD, Clinical Assistant Professor 

Margolis, David M., MD, Clinical Assistant Professor 

Mobley, Harry L.T., PhD, Professor 

Morris, J. Glenn, MD, Professor 

Oldach, David W., MD, Assistant Professor 

O'Neill, Joseph F., MD, Clinical Assistant Professor 

Polish, Louis B., MD, Medical School Assistant Professor 

Rabinowitz, Ronald P., MD, Medical School Assistant Professor (Shock 

Rennels, Margaret B., MD, Assistant Professor (Pediatrics) 
Roghmann, Mary Claire, MD, Clinical Instructor 
Schwalbe, Richard S., PhD, Assistant Professor (Pathology) 
Tramont, Edmund C, MD, Clinical Professor 

Trifillis, Anna L., PhD, Medical School Associate Professor (Pathology) 
Walsh, Thomas H., MD, Adjunct Associate Professor 
Warren, John W., MD, Professor and Head 
Weidle, Paul J., Pharm D, Clinical Assistant Professor 
Wheeler, David A., MD, Assistant Professor 

Division of Nephrology 

Matthew R. Weir, MD, Medical School Professor and Head 

Amin, Akshay N., MD, Clinical Assistant Professor 

Behrens, Mary T., MD, Clinical Assistant Professor 

Hise, Michael K., MD, Associate Professor 

Hoehn-Saric, Edward W., MD, Medical School Assistant Professor 

Klassen, David K., MD, Medical School Associate Professor 

Light, Paul D., MD, Medical School Associate Professor 

Ramos, Emilio, MD, Associate Professor 

Sadler, John H., MD, Associate Professor 

Shabbaz, Bayinnah, MI), Clinical Assistant Professor 

Spar, Brian M., MD, Clinical Assistant Professor 

Weir, Matthew R., MI), Medical School Professor and Head 

Zemel, Stephen M., MI), Clinical Assistant Professor 

Administration and Faculty I 55 

Division of Pulmonary and Critical Care Medicine 

Lewis J. Rubin, MD, Professor and Head 

Amelung, Pamela J., MD, Assistant Professor 

Bascom, Rebecca, MD, Associate Professor 

Bleecker, Eugene R., MD, Professor 

Britt, E. James, MD, Medical School Associate Professor 

Costa, Joseph J., MD, Clinical Instructor 

Hasday, Jeffrey G., MD, Associate Professor 

Meltzer, Susan S., Clinical Instructor 

Orens, Jonathan B., Medical School Assistant Professor 

Rubin, Lewis J., MD, Professor and Head 

Silverman, Henry J., MD, Medical School Professor 

Teeter, John G., MD, Medical School Assistant Professor 

Tod, Mary L., PhD, Associate Professor 

Yuan, Xiao-Jian, MD, PhD, Research Assistant Professor 

Division of Rheumatology and Clinical Immunology 

Barry S. Handwerger, MD, Professor and Head 

Flores, Raymond H., MD, Medical School Assistant Professor 

Handwerger, Barry S., MD, Professor and Head 

Hart, Lawrence E., MB, BCh, Associate Professor 

Hochberg, Marc C, MD, Professor 

Hornbeck, Peter V., PhD, Research Assistant Professor 

Meyerhoff, John O., MD, Clinical Assistant Professor 

Via, Charles S., MD, Associate Professor 

Wei, Nathan, MD, Clinical Assistant Professor 

White, Barbara, MD, Associate Professor 

Yurovsky, Vladmir V., Research Associate 

Department of Microbiology and Immunology 

Jan Cerny, MD, PhD, Professor and Chair 

Professors Emeritus 

Paul Fiset, MD, PhD 

Robert Traub, PhD 

Charles L. Wisseman, Jr., MD (Chair) 

Abraham, Kristin M., PhD, Assistant Professor 

Ambulos, Nicholas Jr., PhD, Research Assistant Professor 

Aurelian, Laure, PhD, Professor 

Azad, Abdu F., PhD, Professor 

Berman, Jeffrey E., PhD, Assistant Professor 

Carbonetti, Nicholas, PhD, Assistant Professor 

Cerny, Jan, MD, PhD, Professor and Chairpersn 

56 School of Medicine 

Cole, Gerald A., PhD, Professor 

Donnenberg, Michael, MD, Assistant Professor 

Feldman, Ricardo A., PhD, Assistant Professor 

Freund, Robert, PhD, Assistant Professor 

Gardner, Malcolm, J., PhD, Research Assistant Professor 

Giannini, M. Suzanne, PhD, Research Associate Professor 

Hadley, Gregg, PhD, Assistant Professor 

Handwerger, Barry S., MD, Professor 

Hone, David M., PhD, Research Assistant Professor 

Hornbeck, Peter V., PhD, Assistant Professor 

Kalvakolanu, Dhan V., PhD, Assistant Professor 

Kamin-Lewis, Roberta M., PhD, Research Assistant Professor 

Kaper, James B., PhD, Professor 

Keay, Susan K. F., MD, PhD, Research Associate Professor 

Kelsoe, Garnett H., PhD, Professor 

Kenny, James J., PhD, Research Associate Professor 

Levine, Myron M., MD, PhD, Professor 

Lewis, George K., PhD, Professor 

Li, Yen, PhD, Associate Professor 

Lovchick, Judith C., PhD, Director 

Mobley, Harry L. T., PhD, Associate Professor 

Nataro, James, MD, PhD, Assistatn Professor 

Ordonez, Jose V., MD, Research Assistant Professor 

Sacci, John B., PhD, Research Assistant Professor 

Sarzotti-Kelsoe, Marcella, PhD, Research Assistant Professor 

Schmaljohn, Connie W., PhD, Research Assistant Professor 

Schulze, Dan H., PhD, Associate Professor 

Sedegah, Martha, PhD, Research Assistant Professor 

Shin, Moon, MD, Professor 

Silverman, David J., PhD, Professor 

Strickland, G. Thomas, MD, PhD, Professor 

Sztein, Marcelo B., MD, Associate Professor 

Thomas, Alan, PhD, Research Assistant Professor 

Via, Charles S., MD, Associate Professor 

White, Barbara, MD, Associate Professor 

Wirtz, Robert A., PhD, Adjunct Research Associate Professor 

Department of Neurology 

Kenneth P. Johnson, MD, Professor and Chair 

Abate, Joseph F., Research Assistant 
Alemayehu, Shimellis, MD, Clinical Instructor 
Barry, Elizabeth, Ml), School Associate Professor 
Bergey, Gregory K., MD, Associate Professor 
Berndt, Rita, PhD, Professor 
Bever, Christopher Jr., Ml), Associate Professor 

Administration and Faculty 157 

Corcoran, Michael, MD, School Assistant Professor 

Culotta, Vincent P., PhD, Clinical Instructor 

Custis, Verita R., Research Assistant 

Detrich, Terry P., MD, Clinical Assistant Professor 

Dhib-Jalbut, Suhayl, MD, Associate Professor 

Drubach, Daniel A., MD, School Associate Professor 

Eckholt, John, MD, Clinical Associate Professor 

Elliott, Ellen, PhD, Research Assistant Professor 

Feeser, Barbara R., MBA, Research Supv 

Fishman, Paul S., MD, PhD, Associate Professor 

Flynn, James, MPH, Clinical Professor 

Franaszczuk, Piotr J., PhD, Visiting Assistant Professor 

Furlow, Thomas W., MD, Clinical Professor 

Genut, Abraham A., MD, Clinical Assistant Professor 

Gogate, Nitin, MD, Post doctoral Fellow 

Good, Janine, MD, School Assistant Professor 

Gorman, Peter H., MD, Assistant Professor 

Grattan, Lynn M., PhD, School Assistant Professor 

Greenwald, Margaret L., PhD, Research Assistant Professor 

Hairston-Mitchell, Vernita D., MD, Assistant Professor 

Hilt, Dana, MD, Clinical Assistant Professor 

Hoffman, Paul M., MD, Research Professor 

Iqbal, Aleem A., MD, Clinical Assistant Professor 

Jackson, Marian J., PhD, Assistant Professor 

Jiang, Hong, MD, Fellow 

Johnson, Kenneth P., MD, Professor & Chair 

Jones, Kathryn, PhD, Research Assistant Professor 

Katz, Eleanor, Assistant 

Kelly, Mark P., PhD, School Assistant Professor 

Khurana, Ramesh, MD, Clinical Associate Professor 

Kittner, Steven J., MD, Associate Professor 

Koch, Thomas K., MD, School Professor 

Koski, Carol, MD, Associate Professor 

Kramer, Morton, MD, Clinical Assistant Professor 

Krumholz, Allan, MD, School Professor 

Laser, Kevin, MD, Clinical Assistant Professor 

Macko, Richard F., MD, Assistant Professor 

Maher, Michael J., Engineer 

Makley, Michael J., MD, Assistant Professor 

Malone, Daniel R., PhD, Clinical Assistant Professor 

Margulis, Michael, MD, Post Doctoral Fellow 

Mayer, Richard, MD, Professor 

McGhee, Julie, Research Assistant 

Miller, Michael S., PhD, Clinical Assistant Professor 

Miller, Samuel, MD, Clinical Instructor 

Mitchum, Charlotte, Research Supervisor 

58 School of Medicine 

Mody, Harshad R., MD, Clinical Instructor 

Monteiro, Mervyn J., PhD, Assistant Professor 

O'Shea, Frank, M., MD, Clinical Instructor 

Oleynick, Anatol, MD, Clinical Associate Professor 

Panitch, Hillel S., MD, Professor 

Price, Thomas, MD, Professor 

Pula, T. P., MD, Clinical Assistant Professor 

Reggia, James, MD, PhD, Research Associate Professor 

Reynolds, Gary I., MD, Clinical Assistant Professor 

Rismondo-Stankovich, Vivian, MD, Assistant Professor 

Robbins, Solomon, MD, Clinical Instructor 

Rohwer, Robert G., PhD, Research Associate Professor 

Rosario, Joana A., MD, MPH, Assistant Professor 

Sawant-Mane, Suneeti, PhD, Research Associate 

Schartz, Martin S., MD, Adjunct Assistant Professor 

Sellman, Michael, MD, Clinical Assistant Professor 

Shelton, Jennifer R., PhD, Post Doctoral Fellow 

Silver, Kenneth H.C., MD, Med Sch Associate Professor 

Sloan, Michael, MD, Associate Professor 

Soovere, Ilo, MD, Clinical Assistant Professor 

Soronson, B. M., Administrator 

Strauss, Steven, MD, PhD, Assistant Professor 

Swoveland, Peggy T., PhD, Research Assistant Professor 

Syme, Jackie A., MD, Clinical Assistant Professor 

Tang, Cha-Min, MD, PhD, Assistant Professor 

Taylor, Richard, MD, Clinical Professor 

Tippett, Dean S., MD, Clinical Instructor 

Toro, Rodrigo, MD, Clinical Associate Professor 

Vanguri, Padmavathy, PhD, Research Assistant Professor 

Viglietta, Mary Beth, Research Assistant 

Wayland, Sarah C, PhD, Post Doctoral Fellow 

Weber, Carol, Director 

Weinrich, Michael, MD, Associate Professor 

Weisman, Richard, MD, Clinical Instructor 

Wozniak, Marcella A. MD, PhD, Assistant Professor 

Division of Rehabilitation Medicine 

Cohen, B. Stanley, MD, Clinicalal Professor 
Felsenthal, Gerald, MI), Adjunct Associate Professor 
Goldfine, Lewis, MD, Associate Professor 
Kanner, Martin Z., MD, Adjunct Assistant Professor 
Palacpac, Leon, Ml), Clinical -Assistant Professor 
Rosen, Norman B., MD, Clinical Assist. nit Professor 
O'Shea, Frank O., Ml), School Assistant Professor 

Administration and Faculty I 59 

Department of Obstetrics and Gynecology 

Eli Y. Adashi, MD, Professor and Acting Chair 

Abbas, Fouad, MD, Assistant Professor 
Adashi, Eli Y., MD, Professor and Acting Chair 
Alger, Lindsay, Associate Professor 
Albrecht, Eugene, PhD, Professor 
Barakat, Bassam Y., MD, Assistant Professor 
Boughman Joann A., PhD, Professor 
Chamoun, Diran, MD, Clinical Instructor 
Cohen, Maimon, M., PhD, Professor 
Derman, Seth, MD, Clinical Instructor 
Dungan, Jeffrey, MD, Assistant Professor 
Guzinski, Gay M., MD, Associate Professor 
Johnson, Harry W. Jr., MD, Assistant Professor 
Johnson, Mary Jo, MD, Assistant Professor 
Maupin, Robert, MD, Clinical Instructor 
McClamrock, Howard, MD, Assistant Professor 
Meyers, Carole, MD, Assistant Professor 
Munford, Richard, MD, Associate Professor 
Nagey, David, MD, PhD, Associate Professor 
Payne, Donna, PhD, Research Assistant Professor 
Prenger, Valerie, PhD, Research Assistant Professor 
Pupkin, Marcos J., MD, Professor 
Rohan, Richard, PhD, Assistant Professor 
Shen, Rong-Fong, PhD, Assistant Professor 
Smith, Julian, MD, Professor 

Stamberg, Judith, PhD, School Associate Professor 
Sussman, Daniel J., PhD, Assistant Professor 
Gena Taylor, MD, Clinical Instructor 
Laurence Udoff, MD, Clinical Instructor 

Department of Ophthalmology 

Eve Juliet Higginbotham, MD, Professor and Chair 

Amernick, Stanley J., MD, Clinical Assistant Professor 
Aquilla, Joseph B., MD, Clinical Assistant Professor 
Baer, John C, MD, School Associate Professor 
Benner, Jeffrey D., MD, Clinical Assistant Professor 
Brull, Stanley, MD, Clinical Assistant Professor 
Bzik, Peter, MD, Clinical Assistant Professor 
Collins, Mary L., MD, Clinical Instructor 
Cryer, Theodore, MD, Clinical Assistant Professor 
Dankner, Stuart R., MD, Clinical Assistant Professor 
Duncan, George W., MD, Clinical Assistant Professor 
Feinberg, Gilbert N., MD, Clinical Assistant Professor 

60 School of Medicine 

Gambrill, John Jr., MD, Clinical Assistant Professor 

Glaros, Dean S., MD, Clinical Instructor 

Glaser, Bert M., MD, Clinical Professor 

Glasser, David B., MD, Clinical Associate Professor 

Gross, Sharon C, MD, PhD, Research Assistant Professor 

Guggenheim, Mark M., PhD, Clinical Assistant Professor 

Hameroff, Stephen, MD, Clinical Associate Professor 

Hemady, Ramzi K., MD, Assistant Professor 

Higginbotham, Eve Juliet, MD, Professor and Chair 

Hirsch, Dahlia R., MD, Clinical Assistant Professor 

Hormozi, Darab, MD, Clinical Instructor 

Karesh, James W., MD, Clinical Assistant Professor 

Kasper, Lawrence R., MD, Clinical Assistant Professor 

Katzen, Leeds E., MD, Clinical Professor 

Katzen, Brett W., MD, Clinical Instructor 

Kaur, Surinder, MD, Clinical Assistant Professor 

Kelman, Shalom E., MD, School Associate Professor 

Kessler, Andrew L., MD, Clinical Instructor 

Kidwell, Earl, MD, Clinical Assistant Professor 

Ko, Paula C, MD, Clinical Instructor 

Koh, Shay- Whey, PhD, Research Assistant Professor 

Kohlhepp, Paul A., MD, Clinical Assistant Professor 

Kolker, Richard J., MD, Clinical Instructor 

Lakhanpal, Vinod, MD, Clinical Professor 

Lapinsky, Peter T., MD, Clinical Assistant Professor 

Leffler, Martha, MD, Clinical Instructor 

Lerner, Brian C, MD, Clinical Assistant Professor 

Loeb, Robert A., MD, Clinical Assistant Professor 

Meisels, Alfred A., MD, Clinical Assistant Professor 

Miller, John, MD, Clinical Instructor 

Murphy, Robert P., MD, Clinical Associate Professor 

Nirankari, Verinder, MD, Clinical Professor 

O'Rourk, Thomas, MD, Clinical Instructor 

Parran, Jay N., MD, Clinical Assistant Professor 

Perry, Angela F., MD, Assistant Professor 

Perell, Howard F., MD, Clinical Assistant Professor 

Preslan, Mark W., MD, Assistant Professor 

Rismondo, Vivian, MD, Clinical Assistant Professor 

Rodrigues, Merlyn M., MD, PhD, Professor 

Ross, Jerome, MD, Clinical Assistant Professor 

Rowen, Sheri L., MD, Clinical Assistant Professor 

Schocket, Stanley, MD, Clinical Professor 

Sjaarda, Raymond N., Ml), Clinical Assistant Professor 

Susel, Richard M., MD, Clinical Assistant Professor 

Thompson, John T., MI), Clinical Associate Professor 

Varma, Shambhu D., PhD, Professor 

Administration and Faculty 1 6 I 

Waeltermann, Joanne M., MD, Clinical Assistant Professor 
Watters, Edward C, MD, Clinical Instructor 
Weintraub, Martin J., MD, Clinical Assistant Professor 
Winter, Brian J., MD, Clinical Assistant Professor 
Wong, Randall V., MD, Clinical Assistant Professor 

Department of Pathology 

Benjamin F. Trump, MD, Professor and Chair 

Abdel-Hamid, Mohamed A., MD, PhD, Post Doctoral Fellow 

Abruzzo, Lynne V., MD, PhD, Assistant Professor 

Adams, John E., MD, Assistant Professor 

Agarwal, Sudha, PhD, Assistant Professor 

Aisner, Seena C, MD, Medical School Professor 

Akingbe, Olumide O., MS, Clinical Instructor 

Albites, Victor, MD, Instructor 

Alonsozana, Gladys L., MD, Post Doctoral Fellow 

Ambudkar, Indu S., PhD, Adjunct Assistant Professor 

Amstad, Paul A., PhD, Research Associate Professor 

Andrews, Jackson C, BS, Research Associate 

Anthony, Ronald L., PhD, Research Associate Professor 

Arstila, Antti U., MD, PhD, Associate Professor 

Badea, Tudor-Constantin, MD, Research Fellow 

Bahr, Gunter, MD, Clinical Professor 

Bansal, Jaya, PhD, Research Assistant Professor 

Baskin, Ivan Steven, PhD, Adjunct Professor 

Bauserman, Steven C, MD, Medical School Professor 

Beheshti, Firooz, MD, Clinical Assistant Professor 

Bennett, Richard O., PhD, Research Assistant Professor 

Berezesky, Irene K., BA, Clinical Instructor 

Berman, Jules J., MD, PhD, Medical School Associate Professor 

Best, Carolyn J., BS, Research Fellow 

Bhagavan, Belur S., MD, Adjunct Assistant Professor 

Bobb, Judith K., MSN., Research Associate 

Borkowski, Andrzej, MD, Medical School Assistant Professor 

Breitenecker, Rudiger, MD, Clinical Assistant Professor 

Brinkley, Bill R., MD, PhD, Adjunct Professor 

Broadwell, Richard D., PhD, Associate Professor 

Brown, Charles C, MD, Clinical Assistant Professor 

Brown, Lawrence, MD, Medical School Assistant Professor 

Burken, Mitchell, MD, Medical School Assistant Professor 

Burton, Dennis T., PhD, Adjunct Associate Professor 

Callahan, Johnny D., MS, Fellow 

Cano, Pedro, MD, Assistant Professor 

Cardy, Richard H., DVM, Assistant Professor 

Carney, David F., PhD, Research Assistant Professor 

162 School of Medicine 

Cenciarelli, Cristina, PhD, Research Associate 

Chang, Seung-Han, MS, Clinical Instructor 

Chen, Ren-Sheng, MD, Research Associate 

Chi, Chun-min, MD, Research Associate 

Cho, Soo-Hun, MD, PhD, Research Associate Professor 

Choi, Kyunghee, PhD, Research Assistant Professor 

Christenson, Robert, PhD, Associate Professor 

Chute, Dennis J., MD, Clinical Instructor 

Cohen, Maimon M., PhD, Professor 

Colburn, Nancy H., PhD, Research Professor 

Cole, Katherine E., PhD, Assistant Professor 

Coleman, William P., PhD, Research Assistant Professor 

Combs, John W., MD, PhD, Research Associate Professor 

Constantine, Niel T., PhD, Research Associate Professor 

Cook, Janine D., PhD, Adjunct Assistant Professor 

Cottrell, John R., MS, Clinical Instructor 

Cummings, Benjamin E., PhD, Research Associate 

Daneshvar, Ali, MD, Clinical Instructor 

David, RafYaele, MD, Adjunct Associate Professor 

Davis, Myrtle A., DVM, PhD, Assistant Professor 

Dawson, R. Ben, MD, Professor 

DeClaris, Nicholas, ScD, Professor 

DeTolla, Jr., Louis J., DVM, PhD, Research Associate Professor 

Dhar, Jyotsna K., MD, Clinical Assistant Professor 

Dixon, Ann B., MD, Medical School Assistant Professor 

Doyle, Laurence A., MD, Assistant Professor 

Drachenberg, Cinthia L, MD, Assistant Professor 

Duh, Show-Hong, PhD, Assistant Professor 

Dumler, J. Stephen, MD, Assistant Professor 

Eddy, Hubert A., PhD, Research Associate Professor 

Edelman, Bennett B., MD, Medical School Associate Professor 

Eiseman, Julie L., PhD, Research Assistant Professor 

Elliget, Kathryn A., PhD, Assistant Professor 

Fazekas, Victor A., MD, Clinical Assistant Professor 

Firman, Jeffrey C, BSEE, Research Associate 

Fowler, Bruce A., PhD, Professor 

Fox, Barbara S., PhD, Associate Professor 

Fulton, Amy M., PhD, Professor 

Furlong, Jr., Maurice B., MD, Medical School Assistant Professor 

Gabrielson, Edward W., MD, Research Assistant Professor 

Gipson, Thomas G., MD, Clinical Assistant Professor 

Goldblatt, Peter J., MD, Clinical Professor 

Goldblum, Simeon E., Ml). Associate Professor 

Golle, Jr., Mario F., MI), Clinical Assistant Professor 

Goodin, Julia, Ml), Research Assistant Professor 

Goodman, Dawn G., DVM, Adjunct Assistant Professoi 

Administration and Faculty I 63 

Graham, Richard R., MD, Clinical Assistant Professor 

Gregory, Linda C., PhD, Research Associate 

Grimley, Philip M., MD, Clinical Professor 

Hafiz, Mohammad A., MB Clinical Associate Professor 

Hamburger, Anne W., PhD, Professor 

Hasday, Jeffrey, MD, AssociateProfessor 

Heatfield, Barry M., PhD, Research Associate Professor 

Hess, Helene B., BA, Research Associate 

Hicken, William J., MD, Clinical Associate Professor 

Higginson, John, MD, Visiting Professor 

Hoffman, Paul M., MD, Research Professor 

Hsu, Ih-Chang, PhD, Professor 

Ichimiya, Masato, MD, Research Fellow 

Iseri, Oscar A., MD, Clinical Professor 

Jenkins, Robert L., BS, Research Associate 

Jiji, Rouben M., MD, Clinical Assistant Professor 

Jiji, Violet H., MD, Clinical Assistant Professor 

Jockle, Glenn A., MD, Medical School Assistant Professor 

Johnson, John P., MD, Assistant Professor 

Johnson, Judith A, PhD, Research Assistant Professor 

Johnson, Robert J., MD, PhD, Associate Professor 

Jones, Raymond T., PhD, Professor 

Kane, Andrew S., PhD, Assistant Professor 

Kao, Grace F., MD, Medical School Professor 

Keay, Susan, MD, PhD, Assistant Professor 

Kime, Watson P., MD, Adjunct Assistant Professor 

King, Jr., Waiter B., MD, Assistant Professor 

Kisner, Harold J., PhD, Clinical Associate 

Koch, Thomas R., PhD, Research Associate Professor 

Kolaja, Gerald J., D.V.M., PhD, Research Associate 

Koski, Carol L., MD, Research Associate Professor 

Kraeuter, John N., PhD, Adjunct Assistant Professor 

Kumar, Dhruv, MD, Assistant Professor 

Laiho, Kuano U., MD, Associate Professor 

Latham, Patricia S., MD, Research Assistant Professor 

Leventhal, Howard J., MS, Research Associate 

Levine, Barry S., PhD, Medical School Associate Professor 

Lindado, Ramiro R., MD, Clinical Assistant Professor 

Ling, Virginia, MD, Clinical Assistant Professor 

Lipsky, Michael M., PhD, Professor 

Liu, Hui, MD, Fellow 

Locke, James L., MD, Clinical Instructor 

Makhlouf, Hala R., MD, PhD, Postdoctoral Fellow 

Marsella, Richard C, MD, PhD, Adjunct Assistant Professor 

Marutrao Mane, Shrikant, PhD, Research Associate 

Marzella, Louis L., MD, PhD, Associate Professor 

64 School of Medicine 

Mayrer, Andrew R., MD, Adjunct Assistant Professor 

McCarthy, Edward F., MD, Clinical Assistant Professor 

McDowell, Elizabeth M., B.Vet.Med., PhD, Research Professor 

McMichael, Joseph L., MS, Medical School Assistant Professor 

McNeill, Fiona E., PhD, Research Assistant Professor 

Meltzer, Stephen J., MD, Research Assistant Professor 

Mena, Hernando, MD, Clinical Assistant Professor 

Merenyi, Dezso K., MD, Clinical Associate Professor 

Mergner, Wolfgang J., MD, PhD, Professor 

Mikel, Ulrika V., MS, Instructor 

Mixson, Archibald James, MD, Research Assistant Professor 

Moghissi, Alan A., PhD, Research Professor 

Moore, William, MD, PhD, Medical School Associate Professor 

Morton, Bert F., MD, Clinical Assistant Professor 

Mostofi, Fathollah K., MD, Clinical Professor 

Na'was, Tarek E., PhD, Visiting Assistant Professor 

Needleman, Samuel W., MD, Assistant Professor 

Niculescu, Florin I., MD, PhD, Research Assistant Professor 

Orbegoso, Carlos M., MD, Clinical Assistant Professor 

Oster, Walter F., MD, Clinical Associate Professor 

Panigrahi, Pinaki, MD, PhD, Research Assistant Professor 

Papadimitriou, John C, MD, PhD, Assistant Professor 

Park, Jongsei, PhD, Clinical Assistant Professor 

Passen, Selvin, MD, Adjunct Assistant Professor 

Penttila, Matti A., MD, Visiting Associate Professor 

Perez, Jose M.C., PhD, Research Fellow 

Petrucci, John V., MD, Clinical Assistant Professor 

Phelps, Patricia C, BA, Clinical Instructor 

Piatt, William R., MD, Adjunct Assistant Professor 

Reimschuessel, Renate, DVM, PhD, Assistant Professor 

Robbins, Deanna S., PhD, Research Associate Professor 

Robertson, Peter G., PhD, Adjunct Assistant Professor 

Rodrigues, Merlyn M., MD, PhD, Professor 

Ruegg, Charles E., PhD, Research Assistant Professor 

Rus, Horea G., MD, PhD, Research Assistant Professor 

Russell, Robert G., DVM, PhD, Research Associate Professor 

Saladino, Andrew J., MD, Medical School Associate Professor 

Sattler, Barbara, PhD, Research Assistant Professor 

Schwalbe, Richard S., PhD, Medical School Associate Professor 

Seiguer, Alberto C, MI), Adjunct Assistant Professor 

Seiguer, Amalia E., MD, Adjunct Assistant Professor 

Shamsuddin, A.K.M., Ml), PhD, Professor 

Sheehan, John P., MI), Clinical Assistant Professor 

Sherrer, Edward L., Ml), Clinical Assistant Professor 

Shin, Moon L, MD, Professor 

Silbergeld, Ellen K., PhD, Professor 

Administration and Faculty 165 

Silverman, David J., PhD, Associate Professor 

Smialek, John E., MD, Professor 

Smith, Andrew G., PhD, Professor 

Smith, Mary W., MS, Clinical Instructor 

Sobin, Leslie, MD, Adjunct Professor 

Sorace, James M., MD, Assistant Professor 

Sorokin, Sergei P., MD, Adjunct Professor 

Sowers, Arthur E., PhD, Research Professor 

Squibb, Katherine S., PhD, Research Associate Professor 

Squire, Robert A., DVM, PhD, Adjunct Professor 

Stass, Sanford A., MD, Professor & Director of Pathology Laboratories 

Sternberger, Ludwig A., MD, Professor 

Stout, David A., MD, Clinical Assistant Professor 

Sun, Chen-Chih J., MD, Medical School Professor 

Swoveland, Peggy T., PhD, Research Assistant Professor 

Symonds, Daniel A., MD, Clinical Assistant Professor 

Taylor, James E., MD, Clinical Associate Professor 

Tiamson, Esperanza M., MD, Clinical Assistant Professor 

Tomazic, Branko, PhD, Research Associate Professor 

Trifillis, Anna L., PhD, Medical School Associate Professor 

Trump, Benjamin F., MD, Professor and Chair 

Valdes-Dapena, Marie, MD, Adjunct Professor 

Valerio, Marion G., DVM, Clinical Assistant Professor 

Vanguri, Padmavathy, PhD, Research Assistant Professor 

Vigorito, Robert D., MS, PA, Clinical Associate 

Villegas, Juan, MD, PhD, Research Fellow 

Virmani, Renu, MD, Adjunct Professor 

Wenk, Robert E., MD, Adjunct Associate Professor 

Woods, Lewis Curry, PhD, Adjunct Assistant Professor 

Wright, Donald G., MD, Medical School Assistant Professor 

Xu, Jing-fan, PhD, Research Fellow 

Xu, Meifen, MD, Research Fellow 

Zaman, Abunasar, MD, Medical School Assistant Professor 

Department of Pediatrics 

Michael A. Berman, MD, Professor and Chair 

Professors Emeritus 

Edmund J. Bradley, MD, Professor and Chair Emeritus 
Raymond Clemmens, MD, Professor Emeritus 
Samuel S. Glick, MD, Professor Emeritus 

Ackerman, Alice D., MD, School Associate Professor and Head, Division of 

Critical Care Medicine 
Amato, Stephen, MD, Clinical Professor 
Ancona, Robert J., MD, Clinical Assistant Professor 

166 School of Medicine 

Baffa, Jeanne, MD, Assistant Professor 

Baldwin, Robert, MD, School Assistant Professor 

Banez, Gerard A., PhD, School Assistant Professor 

Bellefleur, Monique, MD, School Assistant Professor 

Berenson-Howard, Julie, MA, Clinical Instructor 

Berg, Patricia, PhD, Research Associate Professor 

Berman, Michael A., MD, Professor and Chair 

Birenbaum, Howard J., MD, Clinical Assistant Professor 

Biswas, Subhasis B., PhD, Associate Professor 

Black, Maureen, PhD, Associate Professor 

Blackmon, Lillian, MD, Associate Professor 

Blitzer, Miriam, PhD, School Associate Professor 

Bosma, James F., MD, Research Professor 

Bradley, J. Edmund, MD, Professor Emeritus 

Brenner, Joel, MD, Professor and Head, Pediatric Cardiology 

Bright, Robert W., MD, Clinical Associate Professor 

Brodell, David R., MD, Clinical Professor 

Bromberg, David, MD, Clinical Assistant Professor 

Buckmaster, Mark A., MD, Assistant Professor 

Carraccio, Carol, MD, School Associate Professor and Graduate Director 

Chalew, Stuart A., MD, Associate Professor 

Chinsky, Jeffrey, MD, PhD, Assistant Professor 

Clemmens, Raymond, MD, Professor Emeritus 

Clevenger-Firley, Ellen, MS, Clinical Instructor 

Cohen, Maimon, PhD, Professor and Head, Genetics 

Cowan, Tina, PhD, Research Assistant Professor 

Counts, Debra R., MD, Assistant Professor 

Crosson, Jane, MD, Assistant Professor 

Currey, Kathleen M., MD, School Assistant Professor 

Dubowitz, Howard, MD, Associate Professor 

Donner, Thomas, MD, Assistant Professor 

Dulkerian, Susan J., MD, School Assistant Professor 

Ellerbeck, Kathryn A., PhD, Clinical Instructor 

Eitzen, Edward, MD, MPH, Clinical Assistant Professor 

Englander, Robert, MD, Assistant Professor 

Eskanazi, Allen, MD, Assistant Professor 

Farley, John J., MD, Assistant Professor 

Fasano, Alessio, MD, Associate Professor and Head, Pediatric Gastroenterology 

and Nutrition 
Feigelman, Susan, MD, Assistant Professor 
Feldman, Stephen R., MI), Clinical Assistant Professor 
Felice, Marianne E., MD, Professor and Head, Adolescent Medicine 
Fox, Renee E., MD, School Assistant Professor 
Frantz, Christopher, MI), Professor and 1 lead, Pediatric 

Hematology/O neology 
Gewolb, Ira H., MD, Associate Professor And \ lead, Neonatology 

Administration and Faculty 167 

Gladstein, Jack, MD, School Assistant Professor and Inpatient Director 

Glick, Samuel S., MD, Professor Emeritus 

Golle, Mario, Jr., MD, Clinical Assistant Professor 

Gordon, John B., MD, Assistant Professor 

Green, Karl A., MD, Clinical Associate Professor 

Gregerson, Karen A., PhD, Assistant Professor 

Grossman, Linda E., MD, Clinical Assistant Professor 

Gutberlet, Ronald, MD, Associate Professor and Chair, Pediatrics, Mercy 

Medical Center 
Harrington-Mahon, Donna, PhD, Clinical Instructor 
Heald, Felix, MD, Professor 
Heisler, Alice B., MD, School Assistant Professor 
Herzenberg, John, MD, FRCSC, Clinical Associate Professor 
Hill, Ivor D., MD, School Professor 
Holden, Wayne, PhD, Assistant Professor 
Hopkins-Howell, Janice, MD, Clinical Assistant Professor 
Hutcheson, Jacqueline, PhD, Clinical Instructor 
Jodorkovsky, Roberto A., MD, School Assistant Professor and Head, Pediatric 

Kappelman, Murray M., MD, Professor and Head, Behavioral and 

Developmental Pediatrics 
Keane, Virginia A., MD, School Assistant Professor 
Kenny, Thomas, PhD, Clinical Professor 
Khan, Tanveer, MD, Clinical Assistant Professor 
Khan, Misbah, MD, MPH, Associate Professor 
King, James C, MD, Assistant Professor 

Koch, Thomas, MD, Professor and Head, Pediatric Neurology 
Kotloff, Karen L., MD, Associate Professor 

Kowarski, Allen, MD, Professor and Head, Pediatric Endocrinology 
Lavy, Richard C, MD, Clinical Associate Professor 
Lentz, George, MD, Professor 
Levine, Myron, MD, DPTH, Professor and Head, Infectious Diseases & 

Tropical Pediatrics 
Li, Xiaoming, PhD, Assistant Professor 
Lichenstein, Richard, MD, School Assistant Professor 
Lomonico, M. Paul, MD, School Assistant Professor 
Losonsky, Genevieve, MD, School Associate Professor 
Loughlin, Gerald, MD, Clinical Associate Professor 
Lovchik, Judith, PhD, Research Assistant Professor 
Madden, Joshua, MD, School Assistant Professor 
McKenna, Mary C, PhD, Research Assistant Professor 
McLean, Robert, MD, Clinical Professor 
Meny, Robert G., MD, School Assistant Professor 
Miller, Susan, PhD, Clinical Assistant Professor 
Murray, Carol, MD, Clinical Assistant Professor 
Nair, Prasanna, MD, School Professor 

168 School of Medicine 

Nataro, James P., PhD, Assistant Professor 
Naumburg, Eric G., MD, Clinical Assistant Professor 
Nitz, Katherine, PhD, School Assistant Professor 
Noriega, Fernando, MD, Assistant Professor 
Ostrowski, Debra K., Clinical Instructor 
Palmer, Timothy, MD, School Assistant Professor 
Panigrahi, Pinaki, MD, Assistant Professor 
Parker, Timothy G., Assistant Instructor 
Parrish, Margarete, PhD, School Assistant Professor 
Parrott, Maureen, MD, Clinical Assistant Professor 
Paz-Soldan, Gonzalo, MD, School Assistant Professor 
Peralta, Ligia, MD, Assistant Professor 
Piatt, Marvin, Clinical Associate Professor 
Quinn, Michael, MD, School Assistant Professor 
Rennels, Margaret, MD, Associate Professor 
Ricardo, Izabel, PhD, Research Assistant Professor 
Ringel, Richard E., MD, School Associate Professor 
Rose, David C, MD, School Assistant Professor 
Rossman, Maura, MD, Clinical Assistant Professor 
Ryan, Sheryl, MD, Assistant Professor 
Sarles, Richard M., MD, Clinical Professor 
Scheel, Janet N., MD, Clinical Assistant Professor 
Scheller, Joseph, MD, Assistant Professor 
Schieken, Lawrence S., MD, Clinical Assistant Professor 
Schipper, Mary S., MD, Clinical Assistant Professor 
Seymour, Kevin, MD, School Assistant Professor 
Seymour, Jr, Thomas, MD, School Assistant Professor 
Shaefer, Sarah J., MS, Clinical Assistant Professor 
Shapiro, Mark, MD, Clinical Assistant Professor 
Shubin, Charles I., MD, School Associate Professor 
Sinclair-Hart, Lisa, MD, Assistant Professor 
Spurrier, Ellen, MD, Assistant Professor 

Stanton, Bonita F., MD, Professor and Head, Pediatric Medicine- 
Stein, Rona L., MD, School Assistant Professor 
Sztein, Marcelo B., MD, Associate Professor 
Tepper, Vicki J., MS, School Assistant Professor 
Thompson, Roxanne, MD, School Assistant Professor 
Tildon, J. Tyson, PhD, Professor and Head, Pediatric Research 
Torday, John S., PhD, School Professor 
Tressler, Randall L., MI), School Assistant Professor 
Vigorito, Robert, MD, Clinical Instructor 
Vink, Peter E., MD, School Assistant Professor and Acting I had. Pediatric 

I m munology /Allergy 
Viscardi, Rose Marie, MI), School Associate Professor 
Wachtel, Renee, MI), School Associate Professor 
Weaver, Karl, Ml), Professor 

Administration and Faculty I 69 

Weber, Deborah, MD, Clinical Assistant Professor 
Wollock, Jan, MD, PhD, Assistant Professor 
Woodward, Celeste, MD, Clinical Associate Professor 
Wulfsberg, Eric A., MD, School Associate Professor 
Young, Grace M., MD, School Assistant Professor 
Young-Hyman, Deborah, PhD, Clinical Assistant Professor 
Zielke, Horst R., PhD, Associate Professor 
Zielke, Carol, PhD, Research Assistant Professor 

Department of Pharmacology and Experimental Therapeutics 

Edson X. Albuquerque, MD, PhD, Professor and Chair 

Professors Emeritus 
JelleffCCarr, PhD 
Martin Helrich, MD 

Albuquerque, Edson X., MD, PhD, Professor and Chair 

Alkondon, Manichavas, PhD, Research Assistant Professor 

Anis, Nabil, Research Assistant Professor 

Aurelian, Laure, PhD, Professor 

Broderick, Raymond, PhD, Assistant Professor 

Brodie, Angela, PhD, Professor 

Brookes, Neville, PhD, Associate Professor 

Bulleit, Robert F., PhD, Assistant Professor 

Burt, David, PhD, Associate Professor 

Cui, Hong, PhD, Post Doctoral Fellow 

Eldefrawi, Amira, PhD, Professor 

Eldefrawi, Mohyee, PhD, Professor 

Fernando, John C, Post Doctoral Fellow 

Frost, Douglas O., PhD, Professor 

Goldberg, Steven R., PhD, Adjunct Associate Professor 

Goldberg, Donna M., MA, Research Associate 

Grollman, Arthur P., MD, Adjunct Professor 

Hickey, Robert J., PhD, Adjunct Assistant Professor 

Ishihara, Kumatoshi, PhD, Post Doctoral Fellow 

Kamatchi, Ganesan L., Post Doctoral Fellow 

Katz, Jonathan L., PhD, Adjunct Associate Professor 

Kauffman, Frederick, PhD, Adjunct Professor 

Kleinschmidt, Ann M., PhD, Adjunct Assistant Professor 

Kline, Richard H., Postdoctoral Fellow 

Kulka, Michael, PhD, Research Assistant Professor 

Larrabee, Martin G., PhD, Adjunct Professor 

Li, Ji-song, MS, Postdoctoral Fellow 

London, Edythe D., PhD, Adjunct Associate Professor 

Malkas, Linda H., PhD, Assistant Professor 

Mitchell, Robert F., Administrator 

170 School of Medicine 

Montes, Joseph G., PhD, Research Assistant Professor 

Nhamburo, Patson T., PhD, Assistant Professor 

Pan, Su-Shu P., PhD, Research Associate Professor 

Pilotte, Nancy, PhD, Adjunct Assistant Professor 

Randall, William, PhD, Assistant Professor 

Ray, Sugata, PhD, Post Doctoral Fellow 

Rice, Kenner C, PhD, Adjunct Professor 

Schindler, Charles W., PhD, Research Assistant Professor 

Shah, Sanjivkuma R., Post Doctoral Fellow 

Shippenberg, Toni S., PhD, Adjunct Associate Professor 

Shulin, Huang, Post Doctoral Fellow 

Smith, Cynthia C, PhD, Research Assistant Professor 

Sokolove, Patricia, PhD, Associate Professor 

Spivak, C. E., PhD, Adjunct Assistant Professor 

Swanson, Karen L., PhD, Research Assistant Professor 

Tavarekere, Nagaraja N., Post Doctoral Fellow 

Usherwood, Peter N. R., PhD, Adjunct Professor 

Warnick, Jordan E., PhD, Associate Professor 

Weinreich, Daniel, PhD, Professor 

Yarowsky, Paul, PhD, Research Assistant Professor 

Department of Physical Therapy 

Clarence W. Hardiman, PhD, Associate Professor and Chair 

Alon, Gad, PhD, School Associate Professor 

Anderson, Paul A., PhD, School Associate Professor 

Bechtel, Roy H., MA, Instructor 

Bender, Denise G., MEd, Clinical Instructor 

Cohen, Susan H., MA, School Assistant Professor 

Davis, Katherine, MA, Clinical Instructor 

DeDeyne, Patrick, PhD, Assistant Professor 

Hardiman, Clarence W., PhD, Associate Professor and Chair 

Keyser, Randall, PhD, Associate Professor 

Long, Toby M., PhD, Assistant Professor 

Rodgers, Mary, PhD, Associate Professor 

Smith, Gerald V., PhD, Assistant Professor 

Spezzano, Cheryl T., BS, Clinical Instructor 

Waller, Sandra McCombe, MS, Clinical Instructor 

Whitall, Jill, PhD, Assistant Professor 

Department of Physiology 

Mordecai P. Blaustein, MI), Professor and Chair 

Professors Emeritus 
Charles A. Barraclough, PhD 
Raymond A. Sjodin, Phi ) 
Dietrich C. Smith, PhD 

Administration and Faculty I 7 I 

Adashi, Eli Y., MD,* Professor 

Albrecht, Eugene D., PhD,* Professor 

Alger, Bradley E., PhD, Professor 

Atkins, James L., MD, PhD, Adjunct Assistant Professor 

Balke, William C, MD,* Associate Professor 

Bambrick, Linda L., PhD, Research Assistant Professor 

Barnas, George M., PhD,* Associate Professor 

Bergey, Gregory K., MD,* Associate Professor 

Berman, Dora M., PhD, Research Associate 

Bezakova, Gabriela, PhD, Research Fellow 

Blaustein, Mordecai P., Professor and Chair 

Bloch, Robert J., PhD, Professor 

Bodkin, Noni L., PhD, Research Associate 

Borin, Mikhail L., PhD, Research Assistant Professor 

Brunner, Martha J., PhD,* Assistant Professor 

Carlson, Drew E., PhD,* Research Assistant Professor 

Cuttle, Matthew F., PhD, Research Fellow 

Darlington, Daniel N., PhD,* Assistant Professor 

DeDeyne, Patrick G., PhD,* Research Assistant Professor 

French, Robert J., PhD, Adjunct Associate Professor 

Gann, Donald S., MD,* Professor 

Glaser, Edmund M., DEng, Professor 

Gold, Michael R., MD, PhD,* Assistant Professor 

Goldman, William F., PhD, Assistant Professor 

Goldman, Lawrence, PhD, Professor 

Golovina, Vera, PhD, Research Fellow 

Gonzalez-Serratos, Hugo, MD, PhD, Professor 

Gregerson, Karen A., PhD,* Assistant Professor 

Gustafson, Thomas A., PhD, Assistant Professor 

Hadley, Robert W., PhD, Adjunct Research Assistant Professor 

Hamlyn, John M., PhD, Associate Professor 

Hansen, Barbara C, PhD, Professor 

Hogans, Beth B., PhD, Research Fellow 

Hotta, Kikuko, MD, PhD, Research Fellow 

Jastreboff, Pawel J., PhD,* Professor 

Juhaszova, Magdalena, PhD, Research Associate 

Kao, Joseph P.Y., PhD, Assistant Professor 

Kapcala, Leonard P., MD,* Associate Professor 

Keitz, Paul F., PhD, Research Fellow 

Kirby, Mark S., PhD, Research Assistant Professor 

Koos, Robert D., PhD, Associate Professor 

Krueger, Bruce K., PhD, Professor 

Lakatta, Edward G., MD, Adjunct Professor 

Lederer, W. Jonathan, MD, PhD, Professor 

Lopez-Lopez, Jose R., MD, PhD, Research Fellow 

Luther, Paul W., PhD, Research Assistant Professor 

172 School of Medicine 

Mackenzie, Colin F., MB, ChB,* Professor 

Matteson, Donald R., PhD, Associate Professor 

McCarthy, Margaret M., PhD, Assistant Professor 

Musicki, Biljana, PhD, Research Fellow 

Ortmeyer, Heidi K., PhD, Research Fellow 

Pitler, Thomas A., PhD, Research Assistant Professor 

Poehlman, Eric, PhD,* Associate Professor 

Pratusevich, Victor R., PhD, Research Fellow 

Ramsay, David J., DM, DPhil, Professor 

Rossi, Francis, PhD, Research Fellow 

Rubin, Lewis J., MD,* Professor 

Ruchkin, Daniel S., DEng, Professor 

Sagrillo, Cathleen A., PhD, Research Fellow 

Santiago, Eligio M., DMD, Research Associate 

Selmanoff, Michael K., PhD, Professor 

Sha, Jui, PhD, Research Fellow 

Shimizu, Hiroshi, PhD, Research Fellow 

Simard, J. Marc, PhD,* Associate Professor 

Tang, Cha-Min, PhD,* Assistant Professor 

Thedford, Sheryl E., PhD, Research Fellow 

Tod, Mary L., PhD,* Associate Professor 

Ursitti, Jeanine A., PhD, Research Fellow 

Wade, James B., PhD, Professor 

Wagner, John J., PhD, Research Fellow 

Wang, Sue May, PhD, Assistant Professor 

Welling, Paul A., MD, Assistant Professor 

Wier, W. Gil, PhD, Associate Professor 

Wise, Phyllis M., PhD, Adjunct Professor 

Yuan, Xiao-Jian, MD, PhD,* Research Assistant Professor 

"Joint Appointments in Physiology 

Department of Psychiatry 

John A. Talbott, MD, Professor and Chair 

Professors Emeritus 
Eugene B. Brody, MD (Chair) 
Robert Grenell, MD 
Virginia A. Huffer, Ml) 

Adami, Helene, Research Associate 
Adams, Margaret, MI), Clinical Assistant Professor 
Albert, Patricia C, MS, Research Associate 
Albright, Mary J., PhD, Assistant Professor 
Alessi, Larry E., Ml), Clinical Assistant Professor 
Amsel, Patti, MSW, Clinical Assistant Professor 

Administration and Faculty 173 

An Nguyen, James, MD, Clinical Assistant Professor 

Anthony, Bruno, PhD, Assistant Professor 

Arenas, Mark, PhD, Clinical Assistant Professor 

Ashley, Virginia, MD, Clinical Assistant Professor 

Bacharach, Richard, MD, Clinical Assistant Professor 

Bacher, Norman, MD, Medical School Assistant Professor 

Bachrach, Leona, PhD, Research Professor 

Bailey, Lisa, MD, Clinical Instructor 

Baker, F. M., MD, Medical School Associate Professor 

Balis, George U., MD, Professor 

Ball, John C, PhD, Adjunct Professor 

Ball, M. Patricia, Research Associate 

Barnett, Jeffrey E., PhD, Clinical Assistant Professor 

Barrett, David, MD, Medical School Assistant Professor 

Bartko, John, PhD, Research Professor 

Bates, Griffin M. Jr., MD, Clinical Assistant Professor 

Baynes, Sheila, MSW, Research Associate 

Bell, Leroy, MD, Clinical Instructor 

Benson, Paul R., PhD, Medical School Assistant Professor 

Berkowitz, Jill, MD, Clinical Assistant Professor 

Bielefeld, Joan, MD, Adjunct Assistant Professor 

Bierman, Joseph, MD, Clinical Associate Professor 

Blommestyn, Ellen, PsyD, Research Associate 

Blumberg, Neil, MD, Clinical Assistant Professor 

Bogrov, Moira, MD, Clinical Instructor 

Book, Jonathan, MD, Clinical Assistant Professor 

Brandt, Diane K., MS, Faculty Research Assistant 

Brandt, Joanna, MD, Clinical Assistant Professor 

Breier, Alan, MD, Research Associate Professor 

Breslau, Lawrence, MD, Clinical Associate Professor 

Bryant, Nancy, MD, Research Associate 

Buchanan, Robert, MD, Research Assistant Professor 

Buhl, Erica, Faculty Research Assistant 

Bustillo, Juan R., MD, Fellow 

Butchart, John C, MD, Clinical Assistant Professor 

Carney, Francis, PhD, Clinical Assistant Professor 

Carpenter, William T., MD, Professor 

Carr Neil, MD, Clinical Assistant Professor 

Cassady, Shawn, MD, Research Assistant Professor 

Clifford, Patricia, Faculty Research Assistant 

Cody, Mary, MD, Clinical Assistant Professor 

Cohen, George, Assistant Professor 

Cohen, Louis, MD, Clinical Assistant Professor 

Collins, Mary, MSW, Research Associate 

Conley, Robert, MD, Research Assistant Professor 

Connelly, Stephen, Faculty Research Assistant 

174 School of Medicine 

Conti, Nicholas P., Clinical Assistant Professor 

Davis, Barney M. Jr., MD, Adjunct Assistant Professor 

Davis, Nathan, MD, Clinical Assistant Professor 

DelRio, Cecilia, MS, Research Associate 

DiPino, Raymond, PhD, Medical School Assistant Professor 

Dixon, Lisa, MD, Medical School Assistant Professor 

Drubach, Daniel, MD, Clinical Assistant Professor 

Drummond, Michael, MSW, Clinical Assistant Professor 

Du, Fu, PhD, Research Assistant Professor 

Dubin, Hinda, MD, Clinical Instructor 

Dunkers, Dee, MS, Research Assistant 

Durning, Mary, Clinical Instructor 

Durruthy, Stephanie, MD, Clinical Assistant Professor 

Eastman, Clifford, PhD, Fellow 

Ehrenreich, Mark, MD, Medical School Assistant Professor 

Eisenberg, Frank, MD, Clinical Assistant Professor 

Ellsberry, John, Faculty Research Assistant 

Ellsberry, Richard, Faculty Research Assistant 

El-Kholy, Nahed, MD, Clinical Assistant Professor 

Farhie, Janet, MD, Clinical Instructor 

Fauman, Beverly, MD, Medical School Associate Professor 

Felice, Marianne E., MD, Clinical Professor 

Firth, Pat, MD, Medical School Assistant Professor 

Fiscella, Robert, MD, Clinical Assistant Professor 

Fitch, Frances, Clinical Assistant Professor 

Fitterman, Victor, Clinical Assistant Professor 

Flaherty, Lois, MD, Clinical Associate Professor 

Fligsten, Kenneth, MD, Clinical Assistant Professor 

Forest, Kara, MD, Clinical Instructor 

Forrester, Alfred W., MD, Clinical Assistant Professor 

Frew, Karen, R.N., Research Associate 

Fritz, Corinna, MD, Clinical Instructor 

Fuller, Michael, Faculty Research Assistant 

Gagliardi, Joseph N., MD, Adjunct Assistant Professor 

Gallagher, Barbara, Adjunct Assistant Professor 

Gao, Xue-Min, MD, Clinical Instructor 

Ghuman, Harinder, MD, Clinical Associate Professor 

Giannandrea, Paul, MI), Medical School Assistant Professor 

Gibbons, John J., PhD, Clinical Assistant Professor 

Glaser, Kurt, MD, Clinical Associate Professor 

Glovinsky, David, MD, Clinical Assistani Professor 

Godenne, Ghislaine, MSW, Clinical Professor 

Gold, Alan, MD, Clinical Assistant Professor 

Goldberg, Samuel, MD, Clinical Assistant Professor 

Goldman, Howard, MD, Professor 

Gordon, Charles T., MD, Clinical Assistani Professor 

Administration and Faculty 175 

Gorelick, David A., MD, PhD, Adjunct Professor 

Gounaris, Catherine, BS, Research Associate 

Gray, Sheila H., MD, Clinical Professor 

Gross, Herbert, MD, Clinical Professor 

Grubowski, Lauren, BS, Faculty Research Assistant 

Grzanna, Reinhard, PhD, Research Professor 

Guidette, Paolo, PhD, Research Fellow 

Gussak, Deborah, BA, Research Associate 

Guttman, Alicia, MD, Clinical Assistant Professor 

Hackman, Ann, MD, Clinical Instructor 

Haerian, Mohammad, MD, Clinical Assistant Professor 

Hagaman, Scott, MD, Clinical Assistant Professor 

Hanlon, Thomas, PhD, Research Associate Professor 

Hanson, Annette L., MD, Clinical Assistant Professor 

Harbin, Henry, MD, Clinical Professor 

Hastings, Brian, MD, Medical School Assistant Professor 

Heinrichs, Douglas, W., MD, Research Professor 

Hepburn, Brian, MD, Clinical Assistant Professor 

Herron, John, MSW, Clinical Assistant Professor 

Hicks, C. William, MD, Clinical Assistant Professor 

Hill, Beada H., MD, Medical School Assistant Professor 

Hindsman, Robin, PhD, Medical School Assistant Professor 

Hoffman, Raymond, MD, Clinical Assistant Professor 

Holcomb, Henry, MD, Research Assistant Professor 

Hollander, Lisa, MD, Clinical Instructor 

Holstein, Constance, MS, Research Associate 

Horn, David S., MD, Adjunct Assistant Professor 

Horton, Arthur Jr., EdD, Adjunct Assistant Professor 

Housel, Glenda, MD, Medical School Assistant Professor 

Hunt, Gerard, PhD, Associate Professor 

Jaffe, Jerome H., MD, Adjunct Professor 

Jahromi, Mahmood, MD, Adjunct Instructor 

Janick, Lenna, BA, Faculty Research Assistant 

Janofsky, Jeffrey, MD, Clinical Assistant Professor 

Jencks, Stephen, MD, Clinical Associate Professor 

Johnson, Jeannette, PhD, Medical School Associate Professor 

Kahn, Peter, MD, Clinical Assistant Professor 

Kaiser, Theodore, MD, Clinical Associate Professor 

Kappelman, Murray M., MD, Professor 

Karp, Elaine, PhD, Clinical Assistant Professor 

Katz, Debra M., MD, Clinical Assistant Professor 

Kaup, Bruce, MD, Medical School Assistant Professor 

Kent, Dawn M., Faculty Research Assistant 

Key, Teresa, B.A., Research Associate 

Khazan, Tanya S., MD, Medical School Assistant Professor 

Kim, John, Faculty Research Assistant 

176 School of Medicine 

King, Lisa, BS, Faculty Research Assistant 

Kirkpatrick, Brian, MD, Research Assistant Professor 

Klein, Gary A., MD, Clinical Assistant Professor 

Knowles, Frederick, MD, Clinical Assistant Professor 

Krajewski, Thomas, MD, Clinical Associate Professor 

Kunkel, Richard S., MSW, Research Associate 

Kurland, Albert, MD, Research Professor 

LaGana, Christine M., PhD, Clinical Assistant Professor 

Lahti, Adrienne, MD, Research Assistant Professor 

Lahti, Robert, PhD, Research Professor 

Lann, Helen, PhD, Clinical Assistant Professor 

Launch, Ivan W., MBBS, Clinical Assistant Professor 

Lehman, Anthony, MD, Associate Professor 

Lessey, Robert A., MD, Clinical Assistant Professor 

Levin, Leon, MD, Clinical Associate Professor 

Levy, Stevan, PhD, Medical School Assistant Professor 

Lewis, Anne C, MD, Clinical Associate Professor 

Liberto, Joseph, MD, Medical School Assistant Professor 

Lion, John, MD, Clinical Professor 

Lipkin, John O., MD, Clinical Associate Professor 

Locklear, Eileen, PhD, Clinical Assistant Professor 

Loewenstein, Richard, MD, Clinical Assistant Professor 

Loreck, David, MD, Medical School Assistant Professor 

Love, Lois H., MD, Clinical Assistant Professor 

Mallott, David, MD, Medical School Assistant Professor 

Manzanera, Elena, Clinical Assistant Professor 

Marcus, Lori A., Clinical Instructor 

McCann, Merle, MD, Clinical Assistant Professor 

McCarthy, Katherine, BS, Faculty Research Assistant 

McClelland, Paul, MD, Clinical Assistant Professor 

McDuff, David, MD, Medical School Associate Professor 

Medoff, Deborah, PhD, Clinical Instructor 

Menon, Kumar, PhD, Research Assistant Professor 

Merlis, Daniel, Clinical Assistant Professor 

Merryman, Mary Beth, Clinical Assistant Professor 

Mghir, Rim, MD, Clinical Assistant Professor 

Miller, Alan, MI), Clinical Assistant Professor 

Modarressi, Taghi, MD, Associate Professor 

Monopolis, Spyros, MI), Clinical Assistant Professor 

Monroe, Russell R., MD, Professor 

Moran, Marianne, Research Associate 

Moss, Donald, MD, Clinical Assistant Professor 

Munoz-Millan, Robinson, Ml), Medical School .Assist. mi Professoi 

Mimeses, Todd, MI), Clinical Instructor 

Munson, Robert, Research Associate 

Mutin, Alexander, Faculty Research Assistant 

Administration and Faculty I 77 

Myers, C. Patrick, Research Associate 

Myhill, John E., PhD, Clinical Assistant Professor 

Nevitt, Jonathan, Faculty Research Assistant 

Norris-Shortle, Carole, ACSW, LCSW, Clinical Assistant Professor 

Nurco, David N., Research Professor 

O'Callaghan, P. Gayle, PhD, Clinical Assistant Professor 

Oglesby, Thomas J., MD, Clinical Assistant Professor 

Okum, Marjorie, PhD, Clinical Assistant Professor 

Olsson, James, PhD, Clinical Assistant Professor 

Oseroff, Charles, MD, Clinical Assistant Professor 

Osher, Fred, MD, Medical School Associate Professor 

Oster, Gerald D., PhD, Clinical Assistant Professor 

Paskewitz, David, PhD, Medical School Assistant Professor 

Patterson, Raymond F., MD, Clinical Associate Professor 

Pecevich, Mark, MD, Medical School Associate Professor 

Penna, Manuel, MD, Clinical Associate Professor 

Perret, Yvonne, LCSW, Clinical Assistant Professor 

Peszke, Michael, MB, BCh, Clinical Professor 

Phillips, Jay, MD, Clinical Assistant Professor 

Phillips, Sheridan, PhD, Associate Professor 

Pinheiro, Marcio, MD, Clinical Assistant Professor 

Plaut, S. Michael, PhD, Associate Professor 

Purcell, Penelope, Clinical Assistant Professor 

Quigley, Joan, Faculty Research Assistant 

RachBeisel, Jill, MD, Medical School Assistant Professor 

Rapoport, Rosalie, Clinical Assistant Professor 

Rappeport, Jonas, MD, Clinical Professor 

Raskin, Allen, PhD, Research Professor 

Rassoulpour, Arash, BS, Faculty Research Assistant 

Rath, Frank H. Jr., PhD, Clinical Assistant Professor 

Raymond, Linda, MD, Clinical Assistant Professor 

Richardson, Charles M., MD, Clinical Instructor 

Ridgely, M. Susan, Research Associate 

Roberts, Paul, MD, Clinical Assistant Professor 

Roberts, Rosalinda, PhD, Research Assistant Professor 

Robinson, Betty, MD, Clinical Associate Professor 

Robinson, Charles, MD, Clinical Instructor 

Rogers, Marlene E., MD, Clinical Assistant Professor 

Ron, Amir, MD, Medical School Assistant Professor 

Rose, Deborah, MD, Clinical Assistant Professor 

Ross, David E., MD, Research Assistant Professor 

Rothbaum, Kenneth L., MD, Clinical Assistant Professor 

Rothlind, Johannes, C, PhD, Assistant Professor 

Rubin, Jeffrey, Clinical Instructor 

Ruskin, Paul, MD, Medical School Associate Professor 

Rushton, Joseph, Research Associate 

I 78 School of Medicine 

Russo, Thomas, PhD, Medical School Assistant Professor 

Saidel, Donald H., PhD, Clinical Assistant Professor 

Sakles, Constantine J., MD, Medical School Professor 

Saloum, Carolyn, Faculty Research Assistant 

Sandler, Lawrence, MD, Clinical Assistant Professor 

Sanzone, Maria M., PhD, Clinical Assistant Professor 

Sarles, Richard, MD, Medical School Professor 

Schmitt, Rosemary, Research Associate 

Schnaper, Nathan, MD, Clinical Professor 

Schoonover, Frances W., MD, Clinical Assistant Professor 

Scott, Jack E., Research Assistant Professor 

Schwarcz, Robert, PhD, Research Professor 

Schwartz, Eugene, Clinical Assistant Professor 

Schwartz, Robert P., MD, Medical School Assistant Professor 

Sharfstein, Stephen, MD, Clinical Professor 

Shepard, Paul, PhD, Research Assistant Professor 

Siegel, Madelyn J., MD, Clinical Assistant Professor 

Silver, Stuart B., MD, Clinical Associate Professor 

Smith, Camie, BS, Research Associate 

Smith, James E. II, MD, Clinical Instructor 

Sokal, Dina, MD, Clinical Assistant Professor 

Solounias, Bernadette, MD, Medical School Assistant Professor 

Spector, Jack, PhD, Clinical Assistant Professor 

Spier, Scott, MD, Clinical Assistant Professor 

Spodak, Michael, MD, Clinical Assistant Professor 

Steinbach, Irvin, Clinical Instructor 

Steinberg, John, MD, Clinical Assistant Professor 

Storch, Daniel, MD, Clinical Assistant Professor 

Strahan, Susan T., MD, Clinical Assistant Professor 

Styrt, Jerome, MD, Clinical Associate Professor 

Summerfelt, Ann, Clinical Instructor 

Taghezadeh, Fereidoon, MD, Clinical Assistant Professor 

Talbott, John A., MD, Professor and Chair 

Tamminga, Carol, MD, Research Professor 

Taylor, Ronald J., MD, Adjunct Assistant Professor 

Tellefsen, Christiane, MD, Clinical Assistant Professor 

Tepper, Vicki, PhD, Clinical Instructor 

Thaker, Gunvant, MD, Research Associate Professor 

Thompson, Donald, MD, Clinical Instructor 

Thompson, James, MI), Medical School Associate Professor 

Tiegel, Stuart, Medical School Assistant Professor 

Torres, Michael, MD, Clinical Instructor 

Trazkovich, Lazlo, Ml), Clinical Assistant Professor 

Twery, Michael, PhD, Research Assistant Professor 

Uigur, Ulku, MD, Clinical Assistant Professor 

Urbaitis, John, Ml), Clinical Associate Professor 

Administration and Faculty I 79 

Varghese, Raju, EdD, Clinical Associate Professor 

Vimalananda, Meenaksho, MD, Clinical Instructor 

Vogel, Michael, PhD, Research Assistant Professor 

VonMuehlen, Lutz H., MD, Clinical Assistant Professor 

Waddington, Sally-Ann, MD, Clinical Assistant Professor 

Waltos, David L., MD, Clinical Assistant Professor 

Waltrip, Royce II, MD, Research Assistant Professor 

Warfel, Dale, RN, Research Associate 

Warres, Neil, MD, Clinical Assistant Professor 

Warwick, Arthur M., MD, Clinical Assistant Professor 

Waterbury, Marcia, MD, Clinical Assistant Professor 

Weiner, Elaine E., MD, Clinical Instructor 

Weinstein, Stanley E., PhD, Clinical Associate Professor 

Weintraub, Eric, MD, Medical School Assistant Professor 

Weintraub, Walter, MD, Clinical Professor 

Weiss, Howard D., MD, Clinical Associate Professor 

Weist, Mark, PhD, Medical School Assistant Professor 

Wells, David R., Faculty Research Assistant 

White, Kimberly, B.A., Research Associate 

White, Robert K., Clinical Assistant Professor 

Widra, Patricia, MD, Clinical Instructor 

Wimmer, William, MD, Clinical Assistant Professor 

Wityk, Robert J, MD, Clinical Instructor 

Work, Henry, MD, Clinical Professor 

Workinger, Nancy, MD, Faculty Research Assistant 

Wu, Hui-Qiu, PhD, Research Assistant Professor 

Zaremba, Sandra, Faculty Research Assistant 

Zhao, Margaret, Research Associate 

Zhou, Yawie, MS, Research Associate 

Ziesat, Harold, PhD, Adjunct Associate Professor 

Department of Radiation Oncology 

Frank M. Calia, M.D., Vice Dean, Professor and Acting Chair 

Amin, Pradip P., MD, School Assistant Professor 

Balcer-Kubiczek, Elizabeth, PhD, Associate Professor 

Bhandare, Niranjan, MS, Instructor 

Blakely, William F., PhD, Adjunct Assistant Professor 

Eddy, Hubert A., PhD, Research Professor 

Harrison, George, PhD, Associate Professor 

Jacobs, Maria C, MD, School Assistant Professor 

Lei, Tianhu, PhD, Assistant Professor 

Liberman, Fishel Z., MD, PhD, Assistant Professor 

MacVittie, Thomas J., PhD, Adjunct Associate Professor 

Rhee, Juong G., PhD, Associate Professor 

Romito, Roseann, MD, Assistant Professor 

180 School of Medicine 

Sewchand, Wilfred, ScD, Professor 
Slawson, Robert, MD, School Associate Professor 
Strohl, Roberta A., MN, School Associate Professor 
Suntharalingam, Mohan, MD, Assistant Professor 

Department of Surgery 

Anthony L. Imbembo, MD, Professor and Chair 

Division of Emergency Medicine 

Robert A. Barish, MD, Professor and Head 

Alberto, Gino, DO, Clinical Assistant Professor 

Barish, Robert A., MD, Professor and Head 

Bass, Robert R., MD, Clinical Associate Professor 

Bissell, Richard A., PhD, Adjunct Assistant Professor 

Bolgiano, Edward B., MD, Assistant Professor 

Browne, Brian J., MD, Associate Professor 

Butler, Kenneth H., DO, Insturctor 

Cadoux, Alexander P., MD, Adjunct Assistant Professor 

Cotto-Cumba, Cynthia, MD, Instructor 

DeFeo, Linda M., MD, JD, Clinical Assistant Professor 

Doherty, Robert J., MD, Assistant Professor 

D'Orta, James A., MD, Clinical Instructor 

Eastham, James N., ScD, Adjunct Assistant Professor 

Euerle, Brian D., MD, Assistant Professor 

Floccare, Douglas, MD, Clinical Assistant Professor 

Gaasch, Wade R., MD, Assistant Professor 

Gerson, Terri S., MD, Clinical Instructor 

Gimbel, Jeffrey H., MD, MPH, Clinical Assistant Professor 

Groleau, Georgina A., MD, Assistant Professor 

Hexter, David A., MD, MPH, Clinical Assistant Professor 

Hill, Edna R., MD, Clinical Assistant Professor 

Jerrard, David A., MD, Assistant Professor 

Joffe, Steven L., MD, Clinical Instructor 

Kostrubiak, Roman G., MD, Assistant Professor 

Kuo, Dick, MD, Instructor 

Ligon-Nunez, Rhamin S., MI), Instructor 

McPherson, Scott J., MD, Assistant Professor 

Morhaim, Daniel K., Ml), Clinical Instructor 

Olshaker, Jonathan S., MD, Associate Professor 

Perpall, Arthur E. Jr., MD, Assistant Professor 

Pimentel, Laura, MD, Assistant Professor 

Rolnick, Michael A., MI), Assistant Professor 

Rorison, David G., MI), Clinical Assistant Professor 

Scott, Carol J., Ml), Clinical Assistant Professor 

Scruggs, Kevin H, MD, Clinical Assistant Professor 

Administration and Faculty 181 

Seaman, Kevin G., MD, Instructor 

Trommer, Lori L., MD, Instructor 

Tso, Elizabeth L., MD, Associate Professor 

Walker, Benjamin A., MD, Clinical Instructor 

Whye, DePriest W. Jr., MD, Clinical Assistant Professor 

Winston, Reed A., MD, PhD, Clinical Assistant Professor 

Witting, Michael D., MD, Instructor 

Division of General Surgery 

Anthony L. Imbembo, MD, Chair, Professor and Head 
George H. Yeager, MD, Professor Emeritus 

Badder, Elliott M., MD, Associate Professor 

Bartlett, Stephen T., MD, Associate Professor 

Bass, Barbara L., MD, Professor 

Bouchelle, William H., MD, Clinical Instructor 

Buchbinder, Dale, MD, Clinical Professor 

Clark, Francis A. Jr., MD, Clinical Assistant Professor 

Cox, Everard F., MD, Clinical Associate Professor 

Cushing, Brad M., MD, Assistant Professor 

DeMarco, Salvatore J., MD, Clinical Assistant Professor 

Elias, E. George, MD, PhD, Professor 

Fitzpatrick, James L., MD, Assistant Professor 

Flinn, William R., MD, Professor 

Flowers, John L., MD, Assistant Professor 

Gens, David R., MD, Assistant Professor 

Graham, Scott M., MD, Assistant Professor 

Gudwin, Arthur L., MD, Clinical Assistant Professor 

Hadley, Gregg A., PhD, Assistant Professor 

Hall, Gregory M., MD, Clinical Instructor 

Harrison, Miles G. Jr., MD, Clinical Assistant Professor 

Imbembo, Anthony L., MD, Professor and Chairman 

Johnson, Lynt B., MD, Assistant Professor 

Killewich, Lois A., MD, PhD, Assistant Professor 

King, A. Daniel Jr., MD, Clinical Assistant Professor 

Knuth, Thomas, ED, MD, MPH, Clinical Instructor 

Kuo, Paul C, MD, Assistant Professor 

Lefor, Alan T., MD, Associate Professor 

Lerman, Sheldon H., MD, Clinical Instructor 

Levine, Hilbert M., MD, Clinical Assistant Professor 

Lilly, Michael P., MD, Associate Professor 

Macon, William L., MD, Clinical Associate 

Militello, Philip R., MD, Assistant Professor 

Minken, Stanley L., MD, Clinical Assistant Professor 

Mir, Sidney S., MD, Clinical Associate Professor 

Munster, Andrew M., MD, Clinical Associate Professor 

182 School of Medicine 

Myers, Roy A. M., MD, Assistant Professor 

Napolitano, Lena M., MD, Assistant Professor 

Novin, Neil, MD, Clinical Associate Professor 

Padussis, Constantine J., MD, Clinical Associate 

Ramsey, Harold E., MD, Clinical Instructor 

Raneri, Anthony J., MD, Clinical Assistant Professor 

Rodriguez, Aurelio, MD, Associate Professor 

Schnaper, Lauren A., MD, Assistant Professor 

Schwartzentruber, Douglas J., MD, Clinical Assistant Professor 

Schweitzer, Eugene J., MD, Assistant Professor 

Scovill, William A., MD, Professor 

Silva, John S., MD, Adjunct Associate Professor 

Singer, John A., MD, Clinical Assistant Professor 

Smith, Gardner W., MD, Clinical Professor 

Smoot, Roy T., MD, Clinical Instructor 

Soderstrom, Carl A., MD, Assistant Professor 

Steers, John A., MD, Clinical Assistant Professor 

Stump, Kyle C, DVM, Assistant Professor 

Szczypinski, Adam F., MD, Clinical Assistant Professor 

Toy, Frederick K., MD, Clinical Instructor 

Vachon, Debra A., MD, Clinical Assistant Professor 

Wang, Jian-Ying, MD, PhD, Assistant Professor 

Wolpert, Seth I., MD, Assistant Professor 

Division of Neurological Surgery 

Howard M. Eisenberg, MD, Professor and Head 

Abbott, J. Douglas, MD, Clinical Instructor 

Abdo, Hatem S., MBBCh, Clinical Instructor 

Aldrich, E. Francois, MD, Associate Professor 

Chin, Lawrence S., MD, Assistant Professor 

Cook, David M., MD, Clinical Instructor 

Ducker, Thomas B., MD, Clinical Professor 

Eisenberg, Howard M., MD, Professor and Head 

Fiandaca, Massimo S., MD, Clinical Assistant Professor 

Geisler, Fred H., MD, PhD, Clinical Assistant Professor 

Giorgi, Cesare G., MD, Visiting Assistant Professor 

Hennessy, Robert G., MI), Clinical Instructor 

Jamaris, Joseph K., MI), Clinical Instructor 

Lancelotta, Charles J., MI), Clinical Assistant Professor 

Layne, Edward D., MD, Clinical Instructor 

Levin, Harvey S., Phi), Professor 

Mellion, B. Theo, MI), Clinical Instructor 

Meyer, Paul D., MI), Clinical Instructor 

Meyer, William J., MI), Clinical Assistant Professor 

O'Malley, Sean, Ml), Clniical Assistant Professor 

Administration and Faculty 183 

Ordonez, Jorge R., MD, Clinical Instructor 
Ragheb, John, MD, Clinical Instructor 
Robinson, Walker L., MD, Associate Professor 
Russo, G. Lee, MD, Clinical Assistant Professor 
Scheibel, Randall S., PhD, Assistant Professor 
Shuey, Henry M. Jr., MD, Clinical Instructor 
Simard, J. Marc, MD, Associate Professor 
Sitaras, Panayiotis L., MD, Clinical Instructor 
Soliman, Joseph A., MD, Clinical Assistant Professor 
Tewari, Kirti P., PhD, Assistant Professor 
Weiner, Israel H., MD, Clinical Assistant Professor 

Division of Orthopedic Surgery 

John E. Kenzora, MD, Professor and Head 

Abrams, Robert C, MD, Clinical Associate Professor 
Apostolo, Paul M., MD, Clinical Assistant Professor 
Baugher, William H., MD, Clinical Assistant Professor 
Becker, Larry, MD, Clinical Assistant Professor 
Belkoff, Stephen M., PhD, Assistant Professor 
Brumback, Robert J., MD, Associate Professor 
Burgess, Andrew R., MD, Assistant Professor 
Ciotola, Joseph A., MD, Clinical Instructor 
Cohen, Phillip M., DPM, Clinical Instructor 
Copeland, Carol E., MD, Assistant Professor 
Curcin, Aleksandar, MD, Assistant Professor 
Diamond, Eric L., DPM, Clinical Associate 
Diamond, Liebe S., MD, Clinical Associate Professor 
Edwards, Charles C, MD, Professor 
Eglseder, W. Andrew, MD, Assistant Professor 
Ellis, Michael A., MD, Clinical Assistant Professor 
Engh, Charles A., MD, Clinical Associate Professor 
Engh, Gerard A., MD, Clinical Associate Professor 
Fedder, Ira L., MD, Clinical Instructor 
Friedler, Stanley, MD, Clinical Assistant Professor 
Gillespie, Thomas E., MD, Assistant Professor 
Greenstein, George H., MD, Clinical Assistant Professor 
Herzenberg, John E., MD, Associate Professor 
House, Homer C, MD, Clinical Assistant Professor 
Jinnah, Riyaz H., MD, Clinical Associate Professor 
Kenzora, John E., MD, Professor And Head 
Lenet, Marc D., DPM, Clinical Assistant Professor 
Levine, Alan M., MD, Professor 
Matz, Samuel O., MD, Clinical Instructor 
Michael, Roger H., MD, Clinical Associate Professor 
Murphy, James C, MD, Clinical Instructor 

84 School of Medicine 

Paley, Dror, MD, Associate Professor 
Pollak, Andrew N., MD, Assistant Professor 
Reichmeister, Jerome P., MD, Clinical Associate Professor 
Rosenthal, Mark S., MD, Clinical Assistant Professor 
Schmeisser, Gerhard, Jr., MD, Clinical Associate Professor 
Sherman, Michael M., DPM, Clinical Assistant Professor 
Silberstein, Charles, MD, Clinical Assistant Professor 
Simmons, Shelton C, III, DMD, MD, Clinical Instructor 
Smulyan, William I., MD, Clinical Instructor 
Sothoron, W. Haddox, MD, Clinical Assistant Professor 
Spence, Kenneth F., MD, Clinical Instructor 
Sydney, Sam V., MBBS, Clinical Instructor 
Tansey, John J., MD, Clinical Associate Professor 
Tetsworth, Kevin D., MD, Assistant Professor 
Topaleski, Tim, PhD, Adjunct Assistant Professor 
Turen, Clifford H., MD, Assistant Professor 
von Kessler, Kirby, MD, Clinical Assistant Professor 
Whitten, Thomas V., MD, Clinical Instructor 
Zadek, Robert E., MD, Clinical Associate Professor 
Zhu, Wenhu, PhD, Adjunct Assistant Professor 

Division of Otolaryngology-Head and Neck Surgery 

Douglas E. Mattox, MD, Professor and Head 

Baker, Dole P., MD, Clinical Assistant Professor 

Bialostozky, Franklin M., MA, Clinical Assistant Professor 

Biedlingmaier, John F., MD, Assistant Professor 

Blackston, Marilyn L., MD, Assistant Professor 

Blum, Stanley L., MD, Clinical Instructor 

Castellanos, Paul F., MD, Assistant Professor 

Cicci, Regina L., PhD, Assistant Professor 

Clayton, Marco, MD, PhD, Clinical Instructor 

Clayton, Robert A., MD, Clinical Instructor 

Cosentino, Enzo, MD, Clinical Assistant Professor 

Emery, Brian E., MD, Assistant Professor 

Fletcher, Margaret M., MD, Clinical Associate Professor 

Formby, Charles C, PhD, Adjunct Associate Professor 

Goldstein, Moise, PhD, Adjunct Professor 

Gray, William C, MD, Associate Professor 

Hazell, Jonathan W. P., MBBChir, Visiting Professor 

Jastreboff, Malgorzata M., PhD, Assistant Professor 

Jastreboff, Pawel J., PhD, Professor 

Khan, Ahsan S., Ml), Clinical Instructor 

Kleiman, Lee A., MD, ( "linical Instructor 

Letowski, Tomas/, PhD., Adjunct Assistant Professor 

Leveque, Hubert, Ml), Clinical Assistant Professoi 

Administration and Faculty I 85 

Mattox, Douglas E., MD, Professor and Head 

Moulter, David W., MD, Assistant Professor 

Ominsky, Barry E., MD, Clinical Assistant Professor 

Pardo, Juan M., MD, Clinical Instructor 

Pierson, Linda L, PhD, Adjunct Assistant Professor 

Sawyer, Robert, MD, Associate Professor 

Sklarew, Eric C, MD, Clinical Instructor 

Smith-Abouchacra, Kim M., PhD., Adjunct Assistant Professor 

Steiner, Albert, MD, Clinical Assistant Professor 

Stone, Maureen L, PhD, Associate Professor 

Suter, Charles M., PhD, Assistant Professor 

Toner, Thomas J. Jr., MD, Clinical Instructor 

Division of Plastic and Reconstructive Surgery 

Nelson H. Goldberg, MD, Professor and Head 

Ballesteros, Ruben F., MD, Clinical Assistant Professor 

Bickel, Kyle, MD, Clinical Instructor 

Carlton, James M., MD, Assistant Professor 

Chang, Bernard, MD, Clinical Assistant Professor 

Clark, Norman L., MD, Assistant Professor 

Crawley, William A., MD, DDS, Clinical Instructor 

Franks, Denis, MD, Clinical Associate 

Goldberg, Nelson H., MD, Professor and Head 

Grace, George T., MD, Clinical Assistant Professor 

Hill, Terri L., MD, Clinical Instructor 

Hirata, Richard M., MD, Clinical Assistant Professor 

Hoopes, John E., MD, Clinical Professor 

Klatsky, Stanley A., MD, Clinical Assistant Professor 

Manson, Paul N., MD, Clinical Professor 

Mayer, Michael H., MD, Clinical Instructor 

McClinton, Michael A., MD, Clinical Assistant Professor 

Orlando, Joseph C, MD, Clinical Assistant Professor 

Plasse, Jerome S., MD, Clinical Assistant Professor 

Ramirez, Oscar M., MD, Clinical Assistant Professor 

Ringelman, Paul R., MD, Clinical Instructor 

Robertson, Bradley C, MD, DDS, Assistant Professor 

Romano, James, MD, Clinical Instructor 

Saunders, John R. Jr., MD, Clinical Assistant Professor 

Slezak, Sheri, MD, Assistant Professor 

Spence, Robert J., MD, Clinical Assistant Professor 

Vanderkolk, Craig A., MD, Clinical Assistant Professor 

Weiss, Alan J., MD, Clinical Instructor 

Wilhelmsen, Hans R., MD, Clinical Assistant Professor 

Wong, Leslie, MD, Clinical Instructor 

186 School of Medicine 

Division of Surgical Critical Care 

Donald S. Gann, MD, Professor and Head 

Carlson, Drew E., PhD, Associate Professor 
Cooper, Carnell, MD, Assistant Professor 
Darlington, Daniel N., PhD, Assistant Professor 
Evans, John A., PhD, Assistant Professor 
Gann, Donald S., MD, Professor and Head 
Wiles, Charles E., MD, Assistant Professor 

Division of Surgical Services for Infants and Children 

J. Laurance Hill, MD, Professor and Head 

Buck, James R., DVM, MD, Clinical Assistant Professor 

Colombani, Paul M., MD, Clinical Assistant Professor 

Haller, J. Alex Jr., MD, Clinical Professor 

Hill, J. Laurance, MD, Professor and Head 

Paidas, Charles N., MD, Clinical Assistant Professor 

Pegoli, Walter, MD, Clinical Assistant Professor 

Voigt, Roger W., MBBCh, Assistant Professor 

Division of Thoracic and Cardiovascular Surgery 

Joseph S. McLaughlin, MD, Professor and Head 

Attar, Safuh, MD, Professor 
Cardarelli, Marcelo G., MD, Assistant Professor 
Fiocco, Michael, MD, Assistant Professor 
Foster, Andrew H., MD, Assistant Professor 
Krasna, Mark J., MD, Assistant Professor 
Leacock, Ferdinand S., MD, Clinical Instructor 
McLaughlin, Joseph S., MD, Professor And Head 
Mech, Karl F. Jr., MD, Clinical Instructor 
Sell, Jeffrey E., MD, Clinical Assistant Professor 
Sequeira, Alejandro J., MD, Assistant Professor 
Turney, Stephen Z., MD, Associate Professor 

Division of Urology 

Stephen C. Jacobs, MD, Professor and I lead 

Alexander, Richard B., MI), Associate Professor 
Applestein, Marc B., MD, Clinical Instructor 
Berger, Bruce W., MD, Clinical Assistant Professor 
Bergmann, Frederick G., Ml), Clinical Instructor 
Bezirdjian, Lawrence C, Ml), Clinical Assistant Professor 
Brodie, Ray Jr., MI), Clinical Instructor 
Brown, Michael W., MI), Clinical Instructor 

Administration and Faculty 187 

Burger, Robert H., MD, Clinical Assistant Professor 
Busky, Stephen M., MD, Clinical Instructor 
Campbell, Edward W. Jr., MD, Professor 
Cherry, Joel M., MD, Clinical Assistant Professor 
Cohen, Stephen P., MD, Clinical Associate Professor 
Dhanda, Anand M., MBBS, Clinical Instructor 
Epstein, Edwin S., MD, Clinical Instructor 
Filderman, Peter S., MD, Assistant Professor 
Galleher, Earl P., MD, Clinical Associate Professor 
Gearhart, John P., MD, Adjunct Associate Professor 
Gessler, Robert A., MD, Clinical Instructor 
Harne, Gary F., MD, Clinical Instructor 
Howard, Ralph M., MD, Clinical Assistant Professor 
Jacobs, Stephen C, MD, Professor And Head 
Jaskulsky, Stephen R., MD, Clinical Instructor 
Jeffs, Robert D., MD, Adjunct Professor 
Kalash, Suhayl S., MD, Clinical Associate Professor 
Kaplan, Harold J., MD, Clinical Assistant Professor 
Kramer, Howard C. Jr., MD, Clinical Associate Professor 
Kyprianou, Natasha, PhD, Assistant Professor 
Lerner, Brad D., MD, Clinical Instructor 
Mamo, George J., MD, Clinical Instructor 
Naslund, Michael J., MD, Assistant Professor 
Patel, Shashikant S., MD, Clinical Instructor 
Redwood, Stanley M., MD, Clinical Instructor 
Schonwald, Harvey N., MD, Clinical Instructor 
Sclama, Anthony O., MD, Clinical Instructor 
Shaw-Taylor, Kofi E., Clinical Instructor 
Shpritz, Louis A., MD, Clinical Assistant Professor 
Singh, Bhupinder, MD, Clinical Instructor 
Sklar, Geoffrey N., MD, Assistant Professor 
Smith, Harry W., MD, Clinical Instructor 

School of Medicine 

Internships and Residencies — 
Class of 1993 


Maryland (4) 

Johns Hopkins Hospital 

University of Maryland Medical 

Out-of-State (5) 
Albany Medical College 
Geo. Washington U. Hospital 
Presbyterian Hospital 
University Health Center-Pittsburgh 


Maryland (I) 

University of Maryland Medical 

Out-of-State (5) 

Emory University School of Medicine 
Hospital of University of 

Milton S. Hershey Medical Center 
University of Chicago Hospitals 
University of Minnesota Hospital & 


Thomas Jefferson University 
U. Health Center of Pittsburgh 
University of Cincinnati 
York Hospital-PA 


Maryland (3) 

Franklin Square Hospital 

University of Maryland Medical 

Out-of-State (13) 

Baylor College of Medicine-Houston 
Ft. Gordon Eisenhower Medical 

Lancaster General Hospital 
Medical College of Georgia 
Middlesex Hospital 
North Colorado Medical Center- 

Providence Hospital-D.C. 
Spartanburg Regional Medical Center 
Tripler Army Medical Center-HI 
U. Florida/ Alachua General Hospital 
U. South Alabama Medical Center 
York Hospital-PA 


Maryland ( 1 ) 

University of Maryland Medical 

Out-of-State (8) 

Bowman Gray School of Medicine 
Denver General Hospital 
1 [arbor-UCLA Medical Center 
McGaw Medical ("enter 

Northwestern U. 



Bethesda Naval 1 lospitaJ 

Franklin Square 1 lospitaJ 

Greater Baltimore Medical Center 

Out-of-State (3 

Beth Israel 1 [ospital-Boston 

Boston I fniversit) 

Duke University Medical Center 

Internships and Residencies — Class of 1993 


Emory University School of Medicine 
George Washington University 

Georgetown University Medical 

Good Samaritan Regional Medical 

Indiana University Medical Center 
Jewish Hospital of St Louis-MO 
Memorial Medical Center-GA 
Milton S. Hershey Medical Center 
Mt. Sinai Medical Center-Miami 
Naval Hospital-Oakland, CA 
New England Deaconess Hospital 
North Shore University Hospital 
St. Joseph Hospital-Denver 
St. Mary Hospital/Medical 

Strong Memorial Hospital 
The Graduate Hospital-PA 
University Health Center of 

University of Alabama Hospital 
University of Colorado School of 

University of Florida-Shands 

University of Virginia Hospital 
University of Washington Affiliated 

University of North Carolina 
University of Utah 

Vanderbilt University Medical Center 
Washington Hospital Center 
West Virginia University Hospitals 
York Hospital-PA 


Maryland (2) 

Franklin Square Hospital 

University of Maryland Medical 

Out-of-State (5) 
Emory University 
McGaw Medical Center- 
Northwestern U. 
Medical Center Hospital-VT 
Medical Center of Delaware 
University Medical Center- 
North Carolina 


Maryland (1) 

University of Maryland Medical 

Out-of-State (2) 
University of Pittsburgh 
Washington Hospital Center 


Maryland (2) 

University of Maryland Medical 

Out-of-State (2) 

Medical University of South Carolina 
Yale-New Haven Hospital 


Maryland (0) 

Out-of State (2) 

Duke University Medical Center 

Emory University 


Maryland (0) 

Out-of-State (2) 

Dartmouth- Hitchcock Medical 

Hospital University of Pennsylvania 


School of Medicine 



Maryland (4) 

Sinai Hospital of Baltimore 

University of Maryland Medical 

Out-of-State (8) 
Baylor College of Medicine 
Baystate Medical Center-MA 
Children's National Medical 

Children's Hospital of Philadelphia 
Children's Hospital-Oakland, CA 
Strong Memorial Hospital 
U. California-LA Medical Center 


Maryland (3) 
Sheppard Pratt Hospital 
University of Maryland Medical 

Out-of-State (4) 
New York U. Medical Center 
St. Elizabeth's Hospital 
University Health Center-Pittsburgh 
University of Minnesota Hospital and 


Maryland (4) 

National Institutes of Health 

University of Man-land Medical 

Out-of-State (0) 


Maryland (1) 

University of Maryland Medical 

Out-of-State (14) 
Baystate Medical Center-MA 
Boston University Hospital 
Healtheast Teaching Hospital 
LAC-USC Medical Center-CA 
Long Island Jewish Medical Center 
Medical College of Georgia 
Temple University Hospital 
Medical College of Pennsylvania 
University Hospital of Cleveland 
University of Illinois at Chicago 
University of North Carolina 
Washington Hospital Center 



Maryland (1) 

University of Maryland Medical 

Out-of-State (1) 
MD Anderson Hospital-Houston 

Maryland (0) 
Out-of-State (2) 

Portsmouth Naval Hospital- VA 
York Hospital-PA 



Maryland (0) 

Out-of-State ( 1) 

National Rehab Hospital-D.< 

MaryLind ( J ) 

University of Maryland Medical 

C enter 
Out-of-State (0) 

Internships and Residencies -Class of 1993 


Internships and Residencies — 
Class of 1994 



Maryland (1) 

The Johns Hopkins Hospital 

Out-of-State (2) 

Duke University Medical Center 

U. California-San Francisco 


Maryland (0) 

Out-of-State (5) 

Brigham & Women's Hospital 

LAC-USC Medical Center 

Thomas Jefferson University 

University of Chicago Hospitals 


Maryland (4) 

University of Maryland Medical 

Out-of-State (9) 
Carolinas Medical Center 
Eastern Virginia Grad School of 

Henry Ford Hospital 
New York University Medical Center 
SUNY Health Science Center 
U. California-SD Medical Center 
U. Texas Medical School Affiliates- 
York Hospital-PA 

Maryland (3) 

Franklin Square Hospital 

University of Maryland Medical 

Out-of-State (8) 
Abington Memorial Hospital 
Dewitt Army Hospital 
Lancaster General Hospital 
Medical Center of Delaware 
St. Mary's Hospital/Medical 

U. Massachusetts Medical Center 
York Hospital-PA 


Maryland (20) 

Francis Scott Key Medical Center 
Mercy/U. Maryland Medical Centers 
Sinai Hospital of Baltimore 
University of Maryland Medical 

Out-of-State (18) 
Duke University Medical Center 
George Washington University 
Kaiser Permanente Medical 

Mayo Clinic-Siebens 
Stanford University Medical Center 
University Hospital of Cleveland 
University of Alabama Hospital 
University of Florida 
University of North Carolina 
University of Pittsburgh 
University of Virginia 


School of Medicine 

Walter Reed Medical Center 

York Hospital-PA 

Baylor College of Medicine 


Maryland (1) 

University of Maryland Medical 

Out-of-State (0) 


Maryland (1) 

University of Maryland Medical 

Out-of-State (3) 
Boston University School of 

University of Florida Health Science 

Universitv of Wisconsin 



Maryland (5) 
Franklin Square Hospital 
Greater Baltimore Medical Center 
Sinai Hospital of Baltimore 
University of Maryland Medical 

Out-of-State (5) 

Hahnemann University Hospital 
Medical Center of Delaware 
Mount Sinai Hospital 
University- of Health Center of 

University of Tennessee College of 



Maryland (2) 
Friedenwald/Maryiand General 

Sinai Hospital of Baltimore 

Out-of-State (3) 

Boston University 

Cleveland Clinic 

Milton S. Hershey Medical Center 

Maryland (0) 

Out-of-State (2) 

George Washington University 

Medical College of Virginia 


Maryland (0) 


Maryland (3) 

University of Maryland Medical 

The Johns Hopkins Hospital 
Out-of-State (11) 
Baylor College of Medicine 
Boston c ,'itv 1 lospital 
Presbyterian 1 lospital-NY 
St. Christopher's Hospital-PA 
St. I ouis Children's 1 lospital 
U. Miami/Jackson Memorial Medical 

( enter 

l'. 1 astern North Carolina Medical 

( enter 
University ol North ( arolina 
Yale-New 1 laven \ lospital 
Strong Memorial 1 lospital 

Internships and Residencies — Class of 1994 



Maryland (0) 

Out-of-State (1) 

Medical College of Virginia 


Maryland (4) 
Sheppard Pratt Hospital 
University of Maryland Medical 

Out-of-State (2) 

Duke University Medical Center 
New York University Medical Center 


Louisiana State University 
Milton S. Hershey Medical Center 
Massachusetts General Hospital 
Medical College of Virginia 
Montefiore Medical Center 
St. Mary's Hospital-CT 
SUNY Health Science Center- 
University of Chicago Hospitals 
University of Florida 
University of South Florida 
Washington Hospital Center 


Maryland (0) 

Out-of-State (4) 

Mercy Hospital/Medical Center-CA 

York Hospital-PA 

Maryland (0) 
Out-of State (3) 


Maryland (2) 

University of Maryland Medical 

Out-of-State (14) 

Case Western Reserve-Int Program 
Cedars-Sinai Medical Center-CA 


Maryland (0) 

Out-of-State (1) 

Milton S. Hershey Medical Center 


School of Medicine 

Internships and Residencies — 
Class of 1995 



Maryland (2) 

Johns Hopkins Hospital 

Out-of-State (7) 

Brigham & Women's Hospital 

Georgetown University Hospital 

Hospital of the University of 

Stanford Affiliated Hospital 
The New York Hospital 


Maryland (0) 


Cleveland Clinic Foundation 


Maryland (0) 
Out-of-State (8) 

Massachusetts General Hospital 
Milton S. Hershey Medical 

The Medical College of Pennsylvania 
Thomas Jefferson University 
University of Mississippi Medical 

University Hospital of Cleveland 
University of Virginia 
Western Pennsylvania Hospital 

Maryland (5) 

Franklin Square Hospital 

University of Maryland Medical 

Out-of-State (5) 

Harbor-UCLA Medical Center 
Medical Center of Delaware 
MSU-EM Residency Program 
Richland Memorial/USC Medical 

Universitv of Illinois Hospital 


Maryland (5) 

Franklin Square Hospital 

University of Maryland Medical 

Out-of-State (10) 
Abington Memorial Hospital 
Fairfax Family Practice Center 
Harrisburg Hospital 
Lancaster General Hospital 
Latrobe Area Hospital 
Middlesex Hospital 
Providence Hospital 
Spartanburg Regional Medical Center 
West Virginia University 
York Hospital 

Internships and Residencies — Class of 1995 



Maryland (24) 

Franklin Square Hospital 

Greater Baltimore Medical Center 

Mercy Medical Center 

Sinai Hospital of Baltimore 

University of Maryland Medical 

Out-of-State (42) 

Alton Ochsner Medical Foundation 
Baylor College 
Baystate Medical Center 
Beth Israel Hospital 
Boston U. Medical Residency 

Bowman Gray/NC Baptist Hospital 
Duke University Medical Center 
Massachusetts General Hospital 
Medical Center of Delaware 
Medical University of South Carolina 

Military Program 
Northwestern University 
Penn State University Hospital 
Strong Memorial Hospital 
Temple University Hospital 
The Graduate Hospital 
Tulane University School of 

U. Miami/Jackson Memorial Medical 

University of Massachusetts 
University of Colorado School of 

University of Nebraska Affiliated 

University of Texas Medical School 
University Hospital of Cleveland 
University of California- 
San Francisco 
University of North Carolina 
University of Pittsburgh 
University of Virginia 
Valley Medical Center 

Washington Hospital Center 
Yale-New Haven Hospital 
York Hospital 


Maryland (0) 

Out-of-State (I) 

Oregon Health Sciences University 


Maryland (4) 
Franklin Square Hospital 
Harbor Hospital Center 
Maryland General Hospital 
University of Maryland Medical 

Out-of-State (2) 

Eastern Virginia Medical School 
Emory University School of Medicine 


Maryland (1) 

Greater Baltimore Medical Center 

Out-of-State (4) 

California Pacific Medical Center 

Medical University of South Carolina 

Scheie Eye Institute/U. Pennsylvania 

Washington Hospital Center 


Maryland (0) 

Out-of-State (2) 

Hospital for Joint Diseases 

SUNY Health Sciences Center 


School of Medicine 


Maryland (1) 

University of Maryland Medical 

Out-of-State (3) 
Harvard Medical School 
University of Alabama-Birmingham 
University of Pittsburgh 


Maryland (1) 

University of Maryland Medical 

Out-of-State (2) 

Bowman Gray School of Medicine 
University of Pittsburgh Medical 



Maryland (6) 

The Johns Hopkins Hospital 

University of Maryland Medical 

Out-of-State (10) 
Boston City Hospital 
Children's Hospital of Philadelphia 
Milton S. Hershey Medical Center 
Rhode Island Hospital 
U. Texas Medical School-Houston 
University of Chicago Hospitals 
University of Virginia 
Walter Reed Medical Center 


UMDNJ-RWJohnson Medical 

Walter Reed Medical Center 
Western Psych Institute & Clinic 


Maryland (0) 

Out-of State (1) 

Georgetown University Hospital 


Maryland (2) 

The Union Memorial Hospital 

University of Maryland Medical 

Out-of-State (10) 
Massachusetts General Hospital 
The Graduate Hospital 
U. California-San Diego Medical 

University of Alabama Hospital 
University of Colorado School of 

University Health Center-Pittsburgh 
University of South Florida 
Vanderbilt University Medical Center 
Washington Hospital Center 
Yale Universitv School of Medicine 


Maryland (I) 

University of Maryland Medical 

Out-of-State (4) 
Rhode Island Hospital 

Maryland (0) 

Stanford Affiliated 1 [ospital 

Walter Reed Medical Center 


Maryland (0) 

Beth Israel Medical C enter 

Internships and Residencies — Class of 1995 


University Policy Statements 



At the heart of the academic enterprise are learning, teaching and scholarship. In 
universities these are exemplified by reasoned discussion between student and 
teacher, a mutual respect for the learning and teaching process, and intellectual 
honesty in the pursuit of new knowledge. In the traditions of the academic enter- 
prise, students and teachers have certain rights and responsibilities which they bring 
to the academic community. While the following statements do not imply a con- 
tract between the teacher or the institution and the student, they are nevertheless 
conventions which the university believes to be central to the learning and teach- 
ing process. 

I. Faculty Rights and Responsibilities 

A. Faculty shall share with students and administrators the responsibility for 
academic integrity. 

B. Faculty shall enjoy freedom in the classroom to discuss subject matter rea- 
sonably related to the course. In turn, they have the responsibility to encour- 
age free and honest inquiry and expression on the part of students. 

C. Faculty, consistent with the principles of academic freedom, have the 
responsibility to present courses that are consistent with their descriptions 
in the university catalog. In addition, faculty have the obligation to make 
students aware of the expectations in the course, the evaluation procedures 
and the grading policy. 

D. Faculty are obligated to evaluate students fairly and equitably in a manner 
appropriate to the course and its objectives. Grades shall be assigned with- 
out prejudice or bias. 

E. Faculty shall make all reasonable efforts to prevent the occurrence of aca- 
demic dishonesty through the appropriate design and administration of 
assignments and examinations, through the careful safeguarding of course 
materials and examinations, and through regular reassessment of evaluation 

98 School of Medicine 

F. When instances of academic dishonesty are suspected, faculty shall have the 
right and responsibility to see that appropriate action is taken in accordance 
with university regulations. 

II. Student Rights and Responsibilities 

A. Students shall share with faculty and administration the responsibility for 
academic integrity. 

B. Students shall have the right of inquiry and expression in their courses with- 
out prejudice or bias. In addition, students shall have the right to know the 
requirements of their courses and to know the manner in which they will be 
evaluated and graded. 

C. Students shall have the obligation to complete the requirements of their 
courses in the time and manner prescribed and to submit to evaluation of 
their work. 

D. Students have the right to be evaluated fairly and equitably in a manner 
appropriate to the course and its objectives. 

E. Students shall not submit as their own, any work which has been prepared 
by others. Outside assistance in the preparation of this work, such as librar- 
ian assistance, tutorial assistance, typing assistance or such assistance as may 
be specified or approved by the faculty, is allowed. 

F. Students shall make all reasonable efforts to prevent the occurrence of aca- 
demic dishonesty. They shall by their own example encourage academic 
integrity and shall themselves refrain from acts of cheating and plagiarism 
or other acts of academic dishonesty. 

G. When instances of academic dishonesty are suspected, students shall have 
the right and responsibility to bring this to the attention of the faculty or 
other appropriate authority. 

III. Institutional Responsibility 

A. Campuses or appropriate administrative units of the University of Mar\ 
land shall take appropriate measures to foster academic integrity in the 

B. Campuses or appropriate administrative units shall take steps to define acts 
of academic dishonesty, to ensure procedures tor due process for students 
accused or suspected of acts of academic dishonesty, and to impost 
appropriate sanctions on students found to be guilty of acts of academic 


University Policy Statements I 99 

C. Campuses or appropriate administrative units shall take steps to determine 
how admission or matriculation shall be affected by acts of academic dis- 
honesty on another campus or at another institution. No student suspended 
for disciplinary reasons at any campus of the University of Maryland shall 
be admitted to any other University of Maryland campus during the period 
of suspension. 

(Adopted May 8, 1981, by the Board of Regents) 


No provision of this publication shall be construed as a contract between any appli- 
cant or student and the University of Maryland at Baltimore. The university 
reserves the right to change any admission or advancement requirement at any 
time. The university further reserves the right to ask a student to withdraw at any 
time when it is considered to be in the best interest of the university. 

Admission and curriculum requirements are subject to change without prior 


A student may register at UMAB when the following conditions are met: (1) the 
student is accepted to UMAB, (2) the student has received approval from the unit 
academic administrator and (3) the student has demonstrated academic and finan- 
cial eligibility. 


The University of Maryland at Baltimore has a Human Relations Code for use by 
the entire campus community. The code represents UMAB's commitment to 
human relations issues. The specific purposes of the code include: 

1. Prevention or elimination of unlawful discrimination on the basis of race, color, 
creed, sex, sexual orientation, marital status, age, ancestry or national origin, 
physical or mental handicap, or exercise of rights secured by the First Amend- 
ment of the U.S. Constitution; and 

2. Establishing a timely, effective grievance procedure as an alternative to more 
lengthy formal processes for resolution of human relations issues. 

A Human Relations Committee was created to oversee the code. It is comprised 
of campus faculty, administrators and students and is advisory to the president of 
the campus. The committee may institute educational programs and provide an 

200 School of Medicine 

open forum on human relations issues. In addition, the committee is charged with 
maintaining a mediation, investigation and hearing process for specific complaints 
of discrimination brought by students, faculty or staff. The code describes the par- 
ticulars of the hearing process. It is the intent of the code to provide a grievance pro- 
cedure for an individual on campus who wants a cross-section of the campus 
community to investigate and mediate a problem without having to resort to com- 
plaints to external agencies such as the Maryland Commission on Human Rela- 
tions, complaints under personnel rules or lawsuits. 

Copies of the Human Relations Code are available in the dean's office, the stu- 
dent affairs and USGA offices in the Baltimore Student Union, and the human 
resources management and affirmative action offices in the administration building. 


It is the policy of the University of Maryland at Baltimore to provide education and 
training to students for the purpose of providing care and service to all persons. The 
institution will employ appropriate precautions to protect providers in a manner 
meeting the patients' or clients' requirements, yet protecting the interest of students 
and faculty participating in the provision of such care or service. 

No student will be permitted to refuse to provide care or service to any assigned 
person in the absence of special circumstances placing the student at increased risk 
for an infectious disease. Any student who refuses to treat or serve an assigned per- 
son without prior consent of the school involved will be subject to penalties under 
appropriate academic procedures, such penalties to include suspension or dismissal. 


It is the policy of the University of Maryland at Baltimore to adhere to the Family 
Educational Rights and Privacy Act (Buckley Amendment). As such, it is the pol- 
icy of the university (1) to permit students to inspect their education records, 
(2) to limit disclosure to others of personally identifiable Information from educa- 
tion records without students' prior written consent and (3) to provide students I he- 
opportunity to seek correction of their education records where appropriate. Eac h 
school shall develop policies to ensure that this policy is implemented. 

University Policy Statements 201 


It is the policy of the University of Maryland at Baltimore to excuse the absence(s) 
of students that result from the observance of religious holidays. Students shall be 
given the opportunity, whenever feasible, to make up, within a reasonable time, any 
academic assignments that are missed due to individual participation in religious 
observances. Opportunities to make up missed academic assignments shall be 
timely and shall not interfere with the regular academic assignments of the student. 
Each school/academic unit shall adopt procedures to ensure implementation of this 


It is the policy of the University of Maryland at Baltimore that students be provided 
a mechanism to review course grades that are alleged to be arbitrary or capricious. 
Each school/academic unit shall develop guidelines and procedures to provide a 
means for a student to seek review of course grades. These guidelines and proce- 
dures shall be published regularly in the appropriate media so that all faculty and 
students are informed about this policy. 


The Board of Regents strongly condemns criminal acts of destruction or violence 
against the person or property of others. Individuals committing such acts at any 
campus or facility of the university will be subject to swift campus judicial and per- 
sonnel action, including possible expulsion or termination, as well as possible state 
criminal proceedings. 

202 School of Medicine 

Student Right-to-Know and 
Campus Security Act Request 

The Student Right-to-Know and Campus Security Act (Public Law 101-542). signed 
into federal law November 8. 1990. requires that the University of Man land at Balti- 
more make readily available to its students and prospective students the information 
listed below. 

Should you wish to obtain any of this information, please check the appropriate 
space(s). fill in your name, mailing address and I MAB school name, tear off this form 
and send it to: 

I oiversit) Office of Student Affairs 
Attn: Student Right-to-Know Request 
I niversit) of Maryland at Baltimore 
Suite .YM). Baltimore Student I nion 
621 West Lombard Street 
Baltimore. MD 21201 

Complete and return this portion 

Financial Aid 

D Costs of Attending the Universit) of Maryland at Baltimore 

□ Refund Policj 

□ Facilities and Sen ices for Handicapped 

Procedures for Review ol School and Campus Accreditation 
Completion/^ Graduation Rates for I ndergraduate Students 
Loan Deferral under the Peace < lorps and Domestic Volunteer Services \i I 
D Campus Safetj and Securitj 
< lampus Crime Statistics 


Campus and Area Maps 


The University of Maryland at Baltimore is located in UniversityCenter, a newly 
designated downtown Baltimore neighborhood, six blocks west of the Inner 


From 1-95: Take Rte. 395 (downtown Baltimore) and exit onto Martin Luther 
King, Jr., Blvd.,/ staying in right lane. At fourth traffic light, turn right (designated 
turn lane) onto Baltimore St. Turn left at second traffic light onto Paca St. (get into 
right lane) and enter Baltimore Grand Garage (on your right). 

Bus Access 

MTA buses numbered 1, 2, 7, 8, 11, 20, 35 and 36 all stop in the campus area. 

Subway Access 

The Baltimore Metro runs from Charles Center to Owings Mills. Stops closest to 
campus are at Lexington Market and Charles Center. 

Light Rail Access 

A light rail line connects park and ride locations at Timonium, Lutherville, Falls 
Road (Baltimore County) and Mt. Washington in northern Baltimore and the new 
Oriole Park at Camden Yards (Baltimore City) and then south of Baltimore to Glen 
Burnie (Ann Arundel County). The line passes two blocks east of the campus; Uni- 
versityCenter stop is at Baltimore and Howard Streets. 


204 School of Medicine 

UniversityCenter Area, University of Maryland at Baltimore 

VP Visitors Parking DP Dental Paoent Parking PP Patient Parking SP Student Parking PO Parking Office 

Academic, Administrative and 
Patient Care Facilities 

19 Administration Building 

737 West Lombard Street 
17 Allied Health Building 

100 Penn Street 
13 Athletic Center 

646 West Pratt Street 
1 2 Baltimore Student Union 

621 West Lombard Street 

37 Biomedical Research Building 
108 North Greene Street 

38 (Walter P ) Carter Center 
630 West Fayette Street 

7 Davidge Hall 

522 West Lombard Street 

Dental School 

666 West Baltimore Street 

Dunning Hall 

636 West Lombard Street 

East Hall 

S20 West Lombard Street 

Environmental Health 

and Safety Building 

714 West Lombard Street 

James T Frcnkil Building 

16 South Eutaw V 

Greene Street Building 

29 South Greene Street 

Health Sciences Facility 

68S West Baltimi 

Health Sciences Library 

I I I South Greene Street 

Hope Lodge 

636 West Lexington Street 

Howard Hall 

660 West Redwood Street 

Information Services Building 

100 North Greene Street 

Law School and Marshall 

Law Library 

S00 West Baltimore Street 

Lombard Building 

S I I West Lombard Street 

Maryland Bar Center 

520 West Fayette Street 

Medical Biotechnology Center 

721 West Lomban' 

Medical School 

Frank C Bressler Research 


655 West Baltimore Street 

Medical School Teaching 


10 South Pine Street 

Nursing School 

655 West Lombard Street 

Parsons Hall 

622 West Lombard Street 

Pascault Row 

65 1 -655 West Lexington 


Pharmacy School 

20 North Pine Street 

Pine Street Police Station 

2 1 4 North Pine Street 

Ronald McDonald House 

635 West Lexington Street 
5 Social Work School 

525 West Redwood Street 
1 4 State Medical Examiner's 


1 1 1 Penn Street 
4 University Plaza 

Redwood and Greene Streets 
2 1 Western Health Center 

700 West Lombard Street 
23 Whitehurst Hall 

624 West Lombard Street 
2 405 West Redwood 

Street Building 
16 701 West Pratt Street 

I I University Health Center 

120 South Greene Street 



University of Maryland 
Medical System 
22 South Greene Street 
3 University of Maryland 
Professional Building 
419 West Redwood Street 
32 Veterans Affairs Medical 

Baltimore and Greene 

Cultural and Civic Facilities 

Babe Ruth Birthplace- 
Baltimore Orioles Museum 
Dr Samuel D Harris 
National Museum of 
Dentistry (opening 19961 
Lexington Market 
Market Center Post Office 
Old Samt Paul's Cemetery 
Oriole Park at Camden Yards 
Westminster Hall 

Parking Facilities 

VP Baltimore Grand Garage 

DP Dental Patient Parking Lot 

(dental patients) 
SP Lexington Garage 

PP University Plaza Garage 

(patients and patient 

P Public Parking I 

Assigned University Parkins; 

B Pearl Garage/Parlung Office 

C Penn Street Garage 

D Pratt Street Garage 

E Other assigned par t